Education Department Bulletin 

Published fortnightly by the University of the State of New York 

Entered at second-class matter June 34, 1908, at the Post Office at Albany, N. Y. 
under the act of July 16, 1804 



No. 456 



ALBANY, N. Y. 



October i, iqoq 



TRAINING CLASS SYLLABUS 



PAGE 

Arithmetic 3 

Psychology and principles of edu- 
cation 7 

School management 15 

English 20 

History of education 26 

Physiology and hygiene 33 

Reading 40 



PAGE 

Spelling 45 

American history and civics 46 

School law 59 

Nature study and agriculture 63 

Drawing 63 

Geography 64 

Index 75 



ALBANY 

UNIVERSITY OF THE STATE ^OF NEW YORK 
I909 

G4Sr-Ag9-3ooo (7-6286) 



STATE OF NEW YORK ^ \^ <\ 

EDUCATION DEPARTMENT V ^ 

Regents of the University 

With years when terms expire 

1913 Whitelaw Reid M.A. LL.D. D.C.L. Chancellor New York 

1917 St Clair McKelway M.A. LL.D. Vice Chancellor Brooklyn 

1919 Daniel Beach Ph.D. LL.D. .... Watkins 

1914 Pliny T. Sexton LL.B. LL.D. - - - Palmyra 
1912 T. Guilford Smith M.A. C.E. LL.D. - - Buffalo 

1918 William Nottingham M.A. Ph.D. LL.D. - Syracuse 

1910 Chester S. Lord M.A. LL.D. .... New York 

1915 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Albany 

191 1 Edward Lauterbach M.A. LL.D. - - - New York 

1920 Eugene A. Philbin LL.B. LL.D. - - - New York 

1916 Lucian L. Shedden LL.B. LL.D. - - - Plattsburg 

192 1 Francis M. Carpenter Mount Kisco 

- Commissioner of Education 

Andrew S. Draper LL.B. LL.D. 

Assistant Commissioners 

Augustus S. Downing M.A. Pd.D. LL.D. First Assistant 

Frank Rollins Ph.D. Second Assistant 

Thomas E. Finegan M.A. Pd.D. Tliird Assistant 

Director of State Library 

James I. Wyer, Jr, M.L.S. 

Director of Science and State Museum 

John M. Clarke Ph.D. LL.D. 

Chiefs of Divisions 

Administration, Harlan H. Horner B.A. 

Attendance, James^D. Sullivan 

Educational Extension, William R. Eastman M.A. M.L.S. 

Examinations, Charles F. Wheelock B.S. LL.D. 

Inspections, Frank H. Wood M.A. 

Law, Frank B. Gilbert B.A. 

School Libraries, Charles E. Fitch L.H.D. 

Statistics, Hiram C. Case 

Trades Schools, Arthur D. Dean B.S. 

Visual Instruction, Alfred W. Abrams Ph.B. 



Education Department Bulletin 

Published fortnightly by the University of the State of New York 

Entered as second-class matter June 24, 1908, at the Post Office at Albany, N. Y., 
under the act of July 16, 1854 



No. 456 ALBANY, N. Y. October i, 1909 



TRAINING CLASS SYLLABUS 



ARITHMETIC 

The outline that follows covers the subject-matter of arithmetic 
which training classes should master. Should previous prepara- 
tion render it unnecessary to spend much time on the review indi- 
cated, the work may be broadened by additional topics and addi- 
tional mental problems. Emphasis should be placed upon the best 
method of teaching the topics studied. 

I Number * 

1 Concrete 

2 Abstract 

II Notation and numeration 

1 Arabic 

2 Roman 

3 Drill in reading and writing by both the Arabic and 

Roman systems 

III The fundamental operations 

1 All combinations of the digits 

2 Development of written processes 

3 Use of signs and equations 

4 Applications 

a oral, with practice 

b written, with special attention to forms of ex- 
planations 

IV Properties of numbers 

1 Classification 

2 Tests of divisibility 

3 Factoring 

4 Divisors and multiples 



4 NEW YORK STATE EDUCATION DEPARTMENT 

V Common fractions 

i Explanation and definition of the fraction and frac- 
tional unit 

2 Terms 

3 Reduction 

4 Addition, subtraction, multiplication, division, with 

special attention to development of processes 

5 Applications 

VI Decimal fractions 
i Derivation 

2 Reading and writing decimals 

3 Fundamental processes developed 

4 Applications 

VII Aliquot parts 

Applications 

VIII Denominate numbers 

i Tables, common and metric units 

2 Practical problems 

3 Measurements and their application 

4 Longitude and time 

IX Percentage 

1 Principles 

2 Problems 

a general 

b commission 

c stocks 

d profit and loss 

e insurance 

/ taxes 

g duties and excise taxes 

h interest, simple, compound, partial payments 

i discount, true, bank 

j partnership 

X Ratio and proportion 

XI Involution and evolution 

i Powers 

2 Roots 

3 Square root 

4 Cube root 

5 Applications 



TRAINING CLASS SYLLABUS 5 

Observations and suggestions 

The object of the study of arithmetic is twofold: first, utility; 
second, training. 

The work of the first five years should make the pupil familiar 
with the fundamental operations, common and decimal fractions, 
and their application to simple problems which fall within the 
observation and experience of the pupil. As early as the second 
year problems should be used which apply in concrete form the 
combinations of numbers already presented. As the work pro- 
gresses the number of such practical problems should be increased, 
until, in the fifth year, at least one half the recitation time should 
be given to the solution of problems. This work should be largely 
oral. The pupil should first state the problem, then in connected 
sentences give the solution, with the reason for each step taken. 

Problem making should become an important feature. Under 
the direction of a resourceful teacher pupils will acquire facility 
in the creation of problems, and in their oral solution. When a 
pupil presents a problem he should be able to solve it. He should 
give a clear and complete solution, and at the same time avoid 
useless repetitions. 

The drill work for the first years should systematically cover 
the combinations necessary to a mastery of the fundamental opera- 
tions. This work should proceed from the concrete to the abstract, 
until the pupil can rapidly and accurately perform the operations 
of adding, subtracting, multiplying and dividing simple numbers, 
fractions and decimals. Speed should never be attempted at the 
expense of accuracy, and yet rapidity in the use of numbers should 
always be sought as essential to highest excellence. Accuracy and 
rapidity depend on the same concentration of mind as leads to 
correct judgment upon each step. Oftentimes the greater rapidity 
of action, the less opportunity for that diversion of thought which 
results in error. It is an established fact that the most rapid ac- 
countants are usually the most accurate. Speed tests in computa- 
tion by the use of definite time limits should be frequently em- 
ployed. Practice with number cards and like devices, using two 
numbers at one time, while of great value, can not take the place 
of long columns for addition, or of large numbers for the other 
fundamental operations. 

The natural desire of a child for self-achievement should be 
encouraged. Care should be taken not to do for him what he 
ought to do for himself. Self-reliance should be stimulated by 



6 NEW YORK STATE EDUCATION DEPARTMENT 

encouraging him to work independently in the solution of prob- 
lems, and by appreciative recognition to successful individual 
effort. That this course of developing lifters and not leaners may 
be successful, work must progress only so fast as it can be com- 
pletely mastered. 

There is a difference between telling a pupil how to operate 
and suggesting how lie may learn to operate. The teacher who 
can give proper suggestions has a valuable asset in his work, but 
the one who only tells fosters weakness and helplessness in the 
grades that go far to explain the inability of high school students 
to master algebra and geometry. 

Processes should be developed before rules are called ■ for. 
Certain " constants " must be memorized for instant use. Among 
these are the most common aliquot parts, the tables of denominate 
numbers, and certain values deduced from these tables or from 
other sources. Among such values are the number of feet in a 
mile, rods in a mile, square rods in an acre, acres in a square mile, 
cubic inches in a gallon or bushel, inches in a meter, ratio of cir- 
cumference to diameter of the circle, or of the square of the radius 
to the area of the circle. 

Denominate numbers should first be taught by the use of actual 
emits in the hands of the pupils, and such use should be continued 
until accurate concepts are formed. 

Diagrams, models of type solids, and tablets representing type 
surfaces should be used in the solution of problems involving 
measurements. After pupils have acquired a mastery of the 
fundamental operations and of the use of common and decimal 
fractions, only part of the problems in the ordinary textbooks need 
be worked to secure the numerical result. Time is often given to 
long operations which might better be used in indicating the neces- 
sary steps to be taken in solution, or in concisely telling just how 
die problem can be solved, and giving the reasons therefor. 

Much oral work should be clone in percentage, and when per- 
centage problems are thus solved the pupil should ordinarily think 
of the rate as a common fraction and work accordingly. Thus, 
in the example: A man sold a hat for $2.25 and gained 12^ 
per cent; what was the gain? The pupil should see that $2.25 is 
9/8 of the cost and give the analysis accordingly. 

It is advisable to use but one method of working examples in 

simple interest. The six per cent method is recommended. Pupils 

should be drilled to give mentally the interest at six per cent on 

■ $1 for any number of years, months and days. When facility in 



TRAINING CLASS SYLLABUS / 

this is acquired, the working of any example in simple interest 
is merely a matter of multiplication if the rate is six per cent; 
and with any other date, the interest should first be found at six 
per cent and this result increased or diminished as the case may 
require. 

While but one method of work is recommended for an oft re- 
peated process like that of computing interest, yet in many other 
•kinds of problems which can be solved in various ways, pupils 
may advantageously be asked for more than one solution. A 
student in finding a number of solutions for a simple problem 
develops more power than in using the same form of solution for 
working a dozen similar problems. When various solutions are 
presented they should be duly compared and preference should 
be given to that which is most direct. 

Take the following example : A man purchased 600 bushels of 
potatoes at 40 cents a bushel. He sold ]/\ of them for 60 cents 
a bushel, J/> of the remainder for 50 cents a bushel, and the bal- 
ance for 30 cents a bushel; what was the result of the transactions? 
In this problem it is natural for a pupil to find the total cost, 
the three selling amounts, then take the difference between the 
cost and total amount received. Much the simpler way is to note 
20 cents gain on each of 150 bushels, 10 cents gain on each 225 
bushels, 10 cents loss on each of 225 bushels. 

The advantage of short processes should be emphasized. Pupils 
should be taught how to test the accuracy of their work. For 
this purpose they should frequently state and solve another prob- 
lem whose answer will prove the accuracy of the original work. 
In the example, What is the interest of $225 for 3 years, 7 months 
at 7^? A "check problem" would be: If the interest on §22$ 
for 3 years, 7 months is $56.4375. what is the rate? 

Most of the work in the metric system should be simple ; in 
the main consisting of changing values from the common to the 
metric system or the reverse. As a basis for this work the actual 
units should be placed in the hands of the pupils and by their use 
the comparative values thoroughly learned. 

PSYCHOLOGY AND PRINCIPLES OF EDUCATION 

To make psychology of value in the training of teachers, it is 
necessary definitely to understand its purpose. It does not aim 
to make skilled psychologists nor to discuss fine psychic theories. 
It is necessarily brief and elementary. Each step has direct bear- 
ing upon the work of the whole course in that it aims to answer 



6 NEW YORK STATE EDUCATION DEPARTMENT 

the question why in the selection of matter, in method and in dis- 
cipline. When and how a child is to be encouraged, guided, cor- 
rected, is determined in the last analysis by the infallible laws of 
mind action. A clear, concise knowledge of these laws in their 
application to the school is the purpose of this study. 

To accomplish this, it is necessary, first, to understand the 
fundamental processes and how they are related, then to make 
application of this knowledge in the work of teaching. 

In acquiring the first result, the student should ordinarily use 
but one textbook, such supplementary explanation as is necessary 
being done by the teacher. The reason for this is that in a sub- 
ject so entirely new and unrelated to previous study, the student 
is often confused by the differences in nomenclature and in 
methods of treatment. 

The fact as presented must first be clearly apprehended from 
the text. Too often, however, the topic is dropped at this stage 
violating the very principle of method for which psychology should 
show the reason. Next comes the subjective verification. By 
repeated experiments the student must learn to comprehend and 
analyze the different states and activities in his own consciousness. 
He must, for example, out of his own experience, recognize sensa- 
tion, note the process of judgment, verify the laws of association. 
If he stops here, he may have a little knowledge of the subject, 
but he will fail in objective application, and that is the real goal 
of this work. The third step then is to aim to understand the 
mental processes of another through one's own activities. It is 
not enough for the student to determine the elements that enter 
into his own judgments, but he must learn to analyze the judg- 
ment of another with a view to strengthening or correcting it. It 
is not enough to classify a particular emotion, but it is also essen- 
tial to know why certain stimuli in the child will arouse certain 
emotions. 

These then — (a) textbook exposition, (b) subjective and (c) 
objective verification and application — are in their order the three 
steps in understanding the primal phases of the mind in its vari- 
ous conditions and operations, (d) Finally there should be ac- 
curate definition based not upon verbal memory but upon the re- 
sult of the processes above indicated. 

The course begins with the study of the intellectual processes ; 
when these are comprehended, the way is open for the considera- 
tion of feeling with its attribute of pleasure and pain and for the 
analysis of the operations that tend toward action. 



TRAINING CLASS SYLLABUS 9 

A Descriptive psychology — mental phenomena 

Knowing 

Introduction — relation of mind to body 

a dependence of mind upon nervous system 

b elements of nervous system 

c function of nerves, spinal cord, cerebellum, cerebrum 

d afferent and efferent nerves — reflex action 

e the senses 

/ " reaction time " 

Presentativc faculties 

1 Sensation 

a physical factors 

b psychic factors 

c sensations classified as to (i) kind — organic and special, 

(2) degree of intensity — Weber's law 
d possibility of pure sensation 
e result of loss of sensation 

2 Perception 

a prehensive element — dependence upon immediate sen- 
sation 

b apprehensive element — dependence upon past sensa- 
tion 

c percept 

Representative faculties 

3 Memory and imagination 

a relation of memory to (1) the senses, (2) percepts 

b powers involved in memory: (i) retention, (2) repro- 
duction, (3) recognition 

c formation of images — distinction between image and 
percept 

d constructive imagination — its possibilities and limi- 
tations 

e idea defined and compared with percept 

Elaborative faculties 

4 Conception — first step in thinking 

a the several processes involved in conception : ( 1 ) pre- 
sentation, (2) comparison, (3) abstraction, (4) gen- 
eralization, (5) denomination 



10 NEW YORK STATE EDUCATION DEPARTMENT 

b its relation to perception and memory 

c concept defined and compared with percept and idea 

d how words get their meaning — making a vocabulary 

5 Judgment — second step in thinking 

a sources of material for judgment 

b process of judgment — comparison of ideas 

c the proposition — its elements 

6 Reasoning — third step in thinking 

a judgments furnish material 

b processes: (i) inductive, (2) deductive — value of each, 

their interrelation 
c the syllogism — in parts 
d reasoning by analogy — its advantages, disadvantages 

11 Feeling — passive compared with knowing, active; an effect 

due to the presence of its appropriate object 

1 Attributes of pleasure and pain — their purpose in life 

2 Intensity of feeling dependent upon intensity and duration 

of stimulus 

3 Caused by 

a peripheral excitation 
b idea 

4 Emotions and simple feeling — relation analogous to that 

between perception and sensation 

a presence of idea in emotion 

b kinds of emotion: (1) egoistic, (2) altruistic, (3) intel- 
lectual, (4) esthetic, (5) moral, the last three being 
called sentiments 

III Will — " the attentive guidance of our conduct " 

1 Desire — its relation to 

a feeling 
b intellect 

2 Deliberation — its basis in experience ; its relation to 

judgment; its significance 
a subjectively — doubt 
b objectively — hesitation 

3 Decision — its relation to feeling and to reason 

4 Action voluntary — compared and contrasted with the 

several forms of involuntary action 
a reflex 
b impulsive 
c instinctive 



TRAINING CLASS SYLLABUS II 

To this point the course concerns itself with the demarcation 
and definition of the different mental phenomena. Now emphasis 
should be laid on (a) the mind's complexity of operation and (b) 
the unity of mind. In the simplest operation many states are 
involved. Knowing, feeling and willing can not be isolated from 
each other, or from their physical concomitants ; nor even any 
one phase of these from all others. Therefore, the work should 
now be reviewed and intensified by showing this complexity — 
for example, how a simple act of perception embraces emotion, 
volition, and even memory, judgment and conception. 

The way is then made clear for comprehending the entirety of 
consciousness in its duration and degrees of intensity. 

A 1 Descriptive psychology — the mind a unit 

Introduction — consciousness 
i Its definition based on the previous study 

2 The resultant definition of psychology 

3 Conscious and subconscious states in their relation to memory; 

" threshold of consciousness " ; unconsciousness 

Knowing prominent 

I Attention — " focusing of consciousness " 

i Dependent upon 

a physical condition ) laws governing 

b quantity and quality of stimulus j attention 

2 Kinds 

a reflex 

b voluntary — its relation to will 

3 Observation — a series of connected acts of attention 

a perceptual element 

b attention involving will — arousing interest 
c interpretation of elements perceived 
d observation and experiment — new element in the 
latter 

II Interest — an emotion — how it affects attention 
i Kinds 

a natural } their relation to sensation, memory, judg- 
b acquired I ment etc. 
2 Relation of will to interest 



12 NEW YORK STATE EDUCATION DEPARTMENT 

III Association of ideas — impossibility of an isolated idea 

1 Relation of association to memory, to thought 

2 Laws of association 

a association by contiguity 

b association by similarity or contrast 

IV Apperception — "Association is one form of apperception; 

thinking another " 
i Determined by 

a experience 

b perception 
2 Effect upon thinking, action and feeling 

V Intuition — intuitive and deliberative judgments com- 
pared as to 
i Process 

2 Frequency 

3 Use 

Feeling prominent 

VI Physical concomitants of feeling, emotion, sentiment 

i Muscular 
2 Nervous 

vVill prominent 

VII Habit 

i Its physical factors — relation to activity of muscles 
and nerves 

2 Its psychic factors — relation to knowing, feeling and 

willing 

3 Laws of habit 

VIII Character — " Character is known by conduct and conduct 
is the result of habit " 
i Conduct — relation to habit 

2 Moral judgments 

3 Phases of development 

a instincts 
b imitation 
c will 



The above divisions aim to give a clear elementary knowledge 
of how the mind works. But for the teacher this is not enough. 



TRAINING CLASS SYLLABUS 1 3 

He must know what mental phenomena are most prominent in the 
child's life at a particular age and stage of development if he is 
to direct intelligently the child's education. 

B Genetic psychology — order and stages of development 

Introduction — a special form of descriptive psychology modified 
by laws of growth 

I Factors in development 
i Influence of heredity 

2 Environment 

a physical 
b social 

3 Fundamental capacity 



II Order of development through 

1 Trace — with reference to their be- 
ginning, growth and period of 
greatest power — the different 
phases of knowing — as percep- 
tion, memory and judgment, of 
feeling" and of willing" 



i Infancy 

2 Childhood 

3 Youth 

4 Adolescence 

5 Maturity 



When the student understands mind in its processes and its 
unity, and child mind in its growth, he is ready to apply what he 
has learned, as principles of education, to the art and science of 
teaching. This fundamental knowledge with its genetic attributes 
gives direction to the two forces of school work — instruction and 
discipline — which, though their separation is more apparent than 
real, may be better understood by separate consideration. 

The teacher, in planning the new lesson, divides it into the con- 
ventional parts — preparation, presentation and application- — or 
possibly into " the five formal steps." The exact division is not 
material but it is of consequence that he sees to it that each step 
finds its sanction in the laws of mental process. He may use 
" apperception," for example, in accounting for the work of prepa- 
ration, but unless he understands the elements of apperception, 
it may be only a cloak for concealing ignorance that might better 
be laid bare. In a review lesson, why is the method different? 
This question must be answered in terms of results to be obtained 
which are to be approved only as they accord with the normal 
processes of mind. 



14 NEW YORK STATE EDUCATION DEPARTMENT 

In discipline the problem is similar. There is a difference in 
strength and quality of emotion and will, determined by the nature, 
period of growth and surroundings of every child. What will 
inspire a sluggish mind, what correction is best for a particular 
case of disorder, what is the value of reading to a class Shelley's 
The Cloud or of placing on the wall a copy of Millet's 
Angelus? — these questions have their answers grounded in 
psychology. 

The power to solve such problems of instruction and discipline 
is the particular aim of this course. 

C Principles of education 

Introduction — The order in which the powers of the mind de- 
velop determines what to teach, when and how to teach it. 

Physical factors 

i Schoolroom comfort 

2 Exercise and play 

3 Rest and fatigue — in their bearing upon attention 

I Instruction 

i Course of study — selection of subject-matter according to 
its value for training and development in natural order, 

p or 

a observation — nature study 

b memory — logical and verbal, in literature, number 

c imagination — fairy stories, myths compared with history 

and geography 
d judgment — accuracy conditioned by (a), (&), (c) 
e reason — when it should be relied upon — tracing of 

cause in mathematics, history 
2 Recitation 

a presentation of new material 

b review 

Analysis of different mental processes involved according 

to the subject, and the maturity of the class 

II Discipline — Its immediate aim is educational process; its 
ultimate aim, character 

i How its aims are promoted through physical factors, course 

of study and recitation 
2 Special consideration of cultivating the emotions. Every 

emotion has its function in life 



TRAINING CLASS SYLLABUS 15 

a how the emotions are related to subjects in the course 

of study — poetry, number etc. 
b inhibition of emotion 

3 Imitation — personal factor — influence of the teacher 

4 The will — character, a completely fashioned will 

a value of habit 

b defects to be overcome 

c training according to order of growth 

" The formation of character underlies the cultivation of all the 
powers of the mind." 

SCHOOL MANAGEMENT 

The term school management as used in this syllabus is a com- 
prehensive one. The topics named below indicate its scope. Ex- 
aminations in this subject call for a knowledge not only of the 
organization of the school, the control of pupils, and the manage- 
ment of classes, but also of such important topics as school hy- 
giene, the appointments of school buildings, and the equipment 
of the school. 

While such matters as the construction of the school building, 
the mode of heating, and the arrangement of windows are pro- 
vided for by other persons than teachers, it is, nevertheless, im- 
portant that teachers know correct standards to the end that they 
can intelligently call attention to unsatisfactory conditions and 
especially that they may be able to make the best use of the ap- 
pointments provided. It is altogether too common to find a build- 
ing furnished with adjustable seats that are not adjusted to fit 
the pupils occupying them, seats improperly placed in the room, 
the room overheated and window shades improperly adjusted. 
Throughout the course the members of the training class shonld 
be led to observe the conditions in the school with reference to 
such matters. It is not enough that the theory be presented. 
Frequent reports should be required on existing conditions. It is 
as important, likewise, that members observe and discuss the 
cleanliness of the floors, desks and shelves, the general tidiness 
of the room and the care of the school equipment, as it is to 
observe and discuss methods of teaching lessons. The responsi- 
bility of the teacher for ascertaining precisely what equipment 
is available and for making proper use of such equipment should 
be impressed. 



*6 NEW YORK STATE EDUCATION DEPARTMENT 

While no one textbook now published covers adequately all the 
topics mentioned below, as a rule, the attempt should not be made 
to instruct a training class in this subject through lectures and dis- 
cussions alone. 

The management of the school is essentially a matter of admin- 
istration. It requires what is commonly known as executive 
ability. The tecchcr must make his action fit conditions. Per- 
sonality counts for a great deal. Decision of character and good 
sense must be in evidence. The handling of a class requires 
something more than a knowledge of the subject to be taught and 
the methods of presentation, as important as these may be. The 
management of a school should be in accordance with the laws of 
the mind, but these laws are to be learned in the study of psy- 
chology rather than in the study of school management. 

Method in general should be considered but not methods of 
teaching particular subjects. Proper emphasis should be given 
to the importance of the recitation. At the same time the need of 
training pupils to prepare themselves for their recitations should 
•be emphasized. 

I Grounds 

Surroundings — desirable and undesirable. Size, char- 
acter and soil drainage. Means of beautifying. Use. 
Care. Teachers' responsibility 

LI Building 

Size and shape of schoolroom. Standards of floor sur- 
face, air space, and lighting. Methods of heating and 
ventilating. Effects of improper lighting, heating and ven- 
tilating. Proper seating — size of seats, position, distance 
apart, adjustment. Blackboards — hight, color, character 
of surface, material, extent, crayon, erasers. Teachers' 
responsibility 

Til Decoration of rooms 

Tinting of walls. Suitable pictures — appropriate size, 
framing, hanging. Other decorations — casts, vases, plants. 
Attention to tidiness and general arrangement of the fur- 
nishings of the room 

IV School hygiene 

Relation of boddy conditions to mental work. Rest 
periods. Recesses. Calisthenic exercises — use and abuse. 



TRAINING CLASS SYLLABUS IJ 

Posture. Color and adjustment of shades. Regulation of 
temperature of the room. Avoidance of drafts. Drinking 
water. Toilet accommodations. Home study. Eyesight 
in relation to school life. Diseases that concern the school. 
Dangers of dust. Daily attention to cleanliness 

V Equipment 

Library and apparatus. How to secure each ; proper use 
of each ; means of caring for each. Inventory of books 
and apparatus. Teachers' responsibility 

VI Relation of the teacher to the community and its educa- 
tional interests 
Means of interesting the community and securing co- 
operation 

VII Organization 

Characteristic? : simple, definite, systematic, practical. 
Importance of a good beginning. Preparation for first day 
of school. Registration of pupils. Seating of pupils. As- 
signment of work. Tentative program. Beginning work 
promptly 

VIII Mechanical routine 

Passing in and out of the room. Passing to and from 
classes. Distribution and collection of materials. Location 
and care of wraps. Orderly arrangement of books and ma- 
terials in desks. Signals. Proper use of blackboards. 
Leaving seats. Leaving room. Limitations of mechanical 
routine 

IX Recess 

Importance. Time of day. Free play versus calisthenic 
exercises. Use of marching in schoolrooms — cautions. 
Supervision of play and playground 

X Attendance 

Means of securing regularity and punctuality. Excuses. 
Reports to parents. What constitutes necessary absence 
and tardiness 

XI Registers, records, reports 

Importance of accuracy, completeness, preservation. 
Forms 



l8 NEW YORK STATE EDUCATION DEPARTMENT 

XII School government 

Aims of discipline. Necessity of authority. Proper 
characteristics of authority. Influence of personality of the 
teacher ; the value of the voice, the eye and other such 
factors in the control of the school. Conditions of easy 
control. Pupils' self-government. Rewards and punish- 
ments — proper and improper. Consideration of particular 
classes of cases likely to arise 

XIII Programs 

Factors involved in making a program. Relative im- 
portance of various subjects. Relation of subject-matter 
to fatigue. Position of subjects on the program. General 
exercises. Number of classes. Correlation of studies. 
Typical graded school program. Typical ungraded school 
program. Importance of holding closely to program 
adopted. Study program. Recitation program. Relative 
time given to study and recitation. Preparation of tables 
showing weekly time allotment (study and recitation) for 
each subject of the course expressed in minutes: (a) in 
graded school, (b) in ungraded school. Reasons for and 
objections to dismissing younger pupils early 

XIV The recitation 

i Its extreme importance, especially in lower grades 

2 Importance of definite purpose and teacher's special 
preparation for each recitation 

3 Aims of the recitation — variously considered 

4 Means of arousing interest and of holding attention 

5 The assignment of the lesson: time, purposes, manner 

6 Preparation of the lesson 

A regular time for preparation. Planning for the study 
period. Supervision of the study period. Teaching how to 
study, especially in intermediate and higher grades 

7 Five formal steps of the recitation : preparation, pres- 
entation, comparison, generalization, application. Charac- 
teristics of each step. Limitations of the fivefold division 
of the recitation. Practical hints 

8 General characteristics of inductive and deductive 
teaching. Knowledge of the terms : analytic, synthetic ; 
objective, subjective; empirical, rational 

9 Particular or individual methods 

Lecture, question, Socratic, topic. ■ Advantages and 
limitations of each 



TRAINING CLASS SYLLABUS IQ 

io Oral and written work in recitation. Advantages and 
limitations of each. Frequency of written exercises. 
Tendency to an excess of written work in both the prep- 
aration and the recitation of lessons 

11 The art of questioning. General purposes of ques- 
tioning. Avoidance of overquestioning. Character of 
questioning in lower grades, in upper grades. Kinds of 
questions and special purpose of each. Faulty questioning 

12 Length of the recitation in the several grades and 
subjects. [See outline under XIII Programs] 

13 Importance and limitations of drill. The material for 
drill 

14 The unprepared pupil 

Reasons for lack of preparation. Treatment of the 
unprepared pupil 

15 Recitation waste 

Need of constant watchfulness. Rights of the class 
versus the rights of the individual. Enlisting the coopera- 
tion of all members of the class ; means employed 

16 Individual instruction 

When, where, why and how given 

XV Textbooks and syllabuses 

Uses and abuses of each 

XVI Results to be tested 

1 Efficiency in habit building: seen in movements and 
posture of pupils, line-movements of the class, written 
work, blackboard work, speech, dress, cleanliness, accuracy 
and rapidity of execution 

2 Knowledge : oral examination, written examina- 
tions : character of each, relative advantages of each, fre- 
quency of each. Proper manner of conducting written 
examinations, length, in what grades to be given, rating of 
papers. Commissioners grade examinations 

3 Power of application : relative importance ; suitable tests 
in application of knowledge 

Reference books 

Bagley, William C. Class Management. 

Baldwin, Joseph. School Management and School Methods. 

Burrage & Bailey. School Sanitation and Decoration. 

De Garmo, Charles. Interest and Education. 



20 NEW YORK STATE EDUCATION DEPARTMENT 

Hamilton, Samuel. The Recitation. 
Hinsdale, B. A. The Art of Study. 

Landon, Joseph. Principles and Practice of Teaching and Class Manage- 
ment. 
McMurry & McMurry. The Method of the Recitation. 
Newsholme, Arthur. School Hygiene. 
Rowe, Stuart H. The Lighting of Schoolrooms. 
Sabin, Henry. Common Sense Didactics. 
Seeley. New School Management. 
Shaw, Edward R. School Hygiene. 
White. Emerson E. School Management 

ENGLISH 

Xo more difficult problem confronts the teacher of English in 
the training class than that of proper time allotments, for subject- 
matter, methods and the review of the leading principles of gram- 
mar and rhetoric. In the absence of specific directions, there has 
been a tendency to overemphasize formal grammar and rhetoric 
to the neglect of matters more fundamental — a tendency that 
would be more excusable if rural teachers were mainly concerned 
with teaching the grammar grades. 

It is suggested that from one quarter to one third of the time 
should be used in gaining first-hand acquaintance with the literature 
assigned for appreciative reading, the memory gems, the supple- 
mentary reading and with that recommended for grade libraries. 
In this reading the emphasis should be laid upon the subject-matter 
itself, the consideration of its value to the grade in which it is 
studied and its adaptability to that grade. 

The teacher should keep in mind that there are three distinct 
purposes in this study of literature : first, the power to appreciate 
a masterpiece ; second, the unconscious development in the child 
of a better quality of thought; third, the formation of ideals of 
expression. 

The time for this work is brief. Therefore, a large portion of 
the reading must necessarily be cursory but there should be an 
intensive study of a few selections with careful notetaking. 

One third of the time may well be given to a study of general 
and special methods applying well recognized principles of psy- 
chology. To be of much value each step in this study must be 
exemplified by observation lessons and plan work. 

From one quarter to one third of the time may properly be given 
to a review of analytic grammar, elementary rhetoric, and practice 
in composition work. 



TRAINING CLASS SYLLABUS 21 

Theoretically, it is more pedagogical to carry on these three lines 
of work together; practically, it will be found expedient to carry 
on the first two lines together and postpone the third to the latter 
part of the term ; otherwise, many teachers will find that they have 
neglected the more important work for the less important. 

It is recommended that students keep carefully written note- 
books, prepared by themselves, not dictated by the teacher. If 
loose notes are first brought to the class and there criticized before 
they are entered in the permanent notebooks, valuable habits of 
composition may be formed. The purpose of this notebook is not 
to give students fixed forms to follow in their teaching but to 
form in them habits of helping themselves when they shall have 
entered upon their work. 

These notebooks might contain among other things the following: 
i A list of books read with comments on the value of each and 
the use to be made of each 

2 A list of selections chosen for reading to the pupil 

3 A list of books adapted to home reading 

4 A list of stories easily dramatized 

5 Plans for observation lessons 

6 Plans for reproduction exercises 1 

7 Plans for oral composition based on experiences 

8 Adaptations and condensations of stories for telling 

9 Model sentences to be used for copying 

io Model letter forms to be used for copying 
ii Model paragraphs for dictation exercises 

12 Plans for memorizing 

13 Pictures suitable for use in composition clashes 
Throughout the work the following fundamental principles and 

cautions deserve emphasis : 

1 That in teachers training classes more attention should be 
given to the work outlined for primary and intermediate grades 
than to that outlined for grammar grades. 

2 That the child has much to say concerning his own experiences 
and the events that occur in his world. 

3 That the English teacher should seek to improve the child's 
power to express his thoughts and feelings. 

4 That the ability to express thought and feeling is acquired 
largely by imitation. 



1 It should be carefully noted that paraphrasing is not a kind of repro- 
duction exercise recommended in this syllabus. 



22 NEW YORK STATE EDUCATION DEPARTMENT 

5 That imitating good models found in literature is effective in 
acquiring the art of expression. 

6 That frequent repetition of correct forms promotes good habits. 

7 That the study of English should give culture as well as dis- 
cipline; therefore, the pupil's mind should be nourished and stim- 
ulated by contact with literature of power and beauty. 

8 That by memorizing passages of good literature, the pupil be- 
comes possessed of good thoughts, acquires standards by which to 
judge of literary values and gains a purity and precision of ex- 
pression. 

The following outline of study is suggested : 
I Primary grades 

i The literature recommended for use in the primary 
grades (a) for the teacher, (b) for class use, (c) 
for home reading 
2 Oral composition 

a observation lessons : their meaning, nature and use ; 

suggestive plans 
b experiences : what kind of experiences can be used 

for oral compositions ; suggestive plans 
c reproductions : their basis ; value ; use in securing 
logical thinking, in teaching oral paragraphing; 
suggestive plans 
d silent reading: its value as a basis for oral compo- 
sition work 
e pictures for composition work 
3 Written composition 1 

a copying of models ; suggestive models 
b dictation exercises ; suggestive models 

4 Drills 

a the kinds of drills suitable for primary grades ; oral 

drills ; written drills 
b suggestive list of drills ; plans for drills 

5 Story-telling 

a its value as a recreation ; as a basis for reproduction 

work 
b the characteristics of a good story for primary 

grades 
c condensation of long stories for small children 
d suggestive list of suitable stories 



1 Rules and reasons are not to be employed. Depend upon correct 
practice. 



TRAINING CLASS SYLLABUS 27, 

6 Dramatization 

a its value direct and indirect 

b the kind of selections readily dramatized 

c suggestive list of selections for dramatization 

7 Class reading: a review of the Training Class Syllabus 

of reading 

8 Memorizing 

a how memorizing is best secured 
b the value of memorizing 
C list of suitable selections 

9 The aims and limitations of English teaching in primary 

grades 

II Intermediate grades 

i The literature recommended for use in the intermediate 
grades: (a) for the teacher, (b) for class use, (c) for 
home reading, (d) means of securing good literature 
through the purchase by the district and State duplica- 
tion and by traveling libraries 

2 Home reading": its value; how secured 

3 Oral composition 

a list of materials that may be used as a basis for 
oral compositions (see 1,2) 

b correlation of composition work with nature study, 
geography, school decoration, history and hygiene 

c kinds of oral composition work : x narration, de- 
scription and exposition based on models from 
good literature 

d reproduction : the kinds of material best suited for 
reproduction work from stories ; from home 
reading 

e incentive to oral composition : stories told by the 
teacher ; selected passages read in class ; the use 
of the newspaper and current topics ; pictures ; re- 
ports of games, excursions, visits 

/ the relative values of written and oral compositions ; 
the danger of an excess of written compositions 

g plans for oral composition work 



1 These should be taught wholly by practice under guidance of the 
teacher. Children of intermediate grades should not be drilled "n ana- 
lytical rhetoric. 



24 NEW YORK STATE EDUCATION DEPARTMENT 

4 Written composition 

a model paragraphs for copying- — narrative, descrip- 
tive, expository 

b model dictation exercises 

c model letter forms 

d development of written paragraphs after the same 
have been developed orally 

e combination of paragraphs into simple but complete 
compositions, giving particular attention to logical 
sequence 

/ suggestive list of topics to be assigned for letter 
writing 

g methods of correcting written work 

h evils resulting from paraphrasing 

5 Drills 

a a list of drills recommended for intermediate grades 

b plans for drills 

c how much time should be spent in drills 

6 Use of library 

a the use of indexes, dictionaries and reference books 
b how the use of the school library may be encouraged 
for reference ; for home reading 

7 Story-telling and reading to the class 

a the special value of these exercises 

b suggestive list of stories and readings 

8 The vocabulary 

a how built up 

b what intermediate pupils should learn from the 
dictionary 

9 Class reading: a review of the Training Class Syllabus 

of reading for intermediate grades 

io Informal grammar 

a the classification of words, phrases, clauses and 

sentences 
b the discovery of grammatical rules and their appli- 
cation 
c lesson plans for teaching classifications 
d lists of oral exercises in synthetic grammar 
e lists of written exercises in synthetic grammar 
/ lesson plans 

ii The aims and limitations of intermediate English teach- 
ing 



TRAINING CLASS SYLLABUS 2$. 

Ill Grammar grades 

i Literature : selections from the literature recommended 
for the grammar grades 

a for the teacher 

b for class reading 

c for home reading 

d records of home reading; their value 

e the use of the school and public libraries ; how en- 
couraged 

2 Oral composition 

a continuation of narration, description, exposition 
and characterization begun in the intermediate 
grades 

b paragraphs based upon material supplied by nature 
study and agriculture, geography, history and 
literature 

c the combination of paragraphs into simple but com- 
plete compositions having " a clear beginning, a 
related middle and a definite close " 

d debates and discussions 

c plans for oral compositions 

/ lists of suitable subjects for oral compositions 

3 Written composition 

a study of choice selections of description, narration, 

exposition and characterization and their use as 

models for original work 
b list of suitable short selections of different kinds 

of composition 
c simple compositions based on previous oral work 
d compositions based on imagined observations and 

experie" ,es ; suitable topics 
c how to secure unity, emphasis and coherence 
/ business and friendly letters 
g compositions in topics from the assigned literature 1 

4 The vocabulary 

a how increased 

b what grammar grade pupils should learn from the 
dictionary 

5 Drills — to be given as need is disclosed by class work 



Paraphrasing should be avoided. 



26 NEW YORK STATE EDUCATION DEPARTMENT 

6 Reading 

a the necessity for continuing reading through the 

grammar grades 
b how the, aim in grammar grades differs from that 

in the lower grades 
c the value of declamation and of appreciative reading 

7 Grammar with textbook 

a review of classifications of words, phrases, clauses 

and sentences 
b inflections regular and irregular 
c analysis and synthesis of sentences 
d correction of common errors 
e synonyms 

8 Tests 

a the use and abuse of written tests 
b the value of the regular daily exercises in determin- 
ing promotion 
c the filing and preservation of daily work 
d regular written reviews 
e the uselessness of teaching for final examinations 

HISTORY OF EDUCATION 

Education is more than schooling. The history of education is 
more than the history of formal institutions of learning. To be 
much benefited by a course in the history of education a student 
must be somewhat familiar with the general religious, social, politi- 
cal and industrial ideals and practices of the people studied. Only 
such factors of individual or national life, however, should be con- 
sidered in this course as have a direct influence in promoting or 
retarding progress toward higher educational ideals. 

The student should be led to see how the individual, from the 
conflict of social forces, has ever been discovering and giving ex- 
pression to new ideals that have in time moved the mass of man- 
kind from its customary mode of life. Although these ideals have 
been wrought out only as they have become the possession of the 
mass, yet educational progress has always been initiated by the in- 
dividuals The social group is the conservative force. Traditional 
notions are overthrown through the effort of the individual mind. 
The study of the history of education should, therefore, largely 



TRAINING CLASS SYLLABUS 2J 

center about the few great educators who can properly be called 
leaders. 

Throughout the course, such topics as the following should be 
kept in mind : the estimate placed upon the position of the teacher 
by the public, and its explanation; the compensation of the teacher; 
the control and support of schools, whether public or private; the 
spirit of discipline ; compulsory education ; the classes of society 
enjoying the privileges of teaching institutions; steps toward uni- 
versal education ; the position of women ; the progress of individ- 
ualism. Such topics do not belong to any one period or country 
alone. It is well to look throughout the past for the presence or 
absence of current educational standards, that is, to compare the 
present with the past, in order to appreciate the full significance of 
present theory and practice. The changes from one phase of edu- 
cational thought to another are less abrupt than syllabuses and text- 
books would indicate. Students should be led to see that educa- 
tional movements overlap, grow into one another, and appear again 
later in modified form. 

" To estimate the development of a period one must know first 
its educational aims, then its content, method of organization and 
finally the results." This idea should determine the character of 
study and instruction in this course. According to the plan of the 
course, a general consideration of the whole field of the history of 
education is required each year and also a special study of some 
limited portion of it. The following special topics are announced : 

1909-10 Greek education 

1910-11 Christian education to the period of the Renaissance 

1911-12 The Renaissance and humanistic education 

1912— 13 Comenius and realism 

1913-14 Development of the psychological aspects of education 

1914-15 The development of modern state systems of education 

The first examination containing questions based on a special 
topic will be given in June 1910. At least one third of the ques- 
tions will be on the special topic. Within certain limits a choice 
of questions will be allowed. A detailed syllabus on the special 
topics will be prepared each year by the Education Department 
for the use of all students taking an examination based on this 
course. 



28 NEW YORK STATE EDUCATION DEPARTMENT 

Outline 

I Eastern -nations. Education among eastern nations should 
receive comparatively little attention. It is suggested that some one 
nation, for example Egypt or China, be studied as a type and that 
the others be surveyed rapidly, note being taken of any departure 
from the standards of the type nation. Class distinctions, the lack 
of individual development, the restricted ideals, the memory 
methods, priestly organization and static results characterizing edu- 
cation in eastern countries should be noted. 

II Jewish education. Jewish civilization stands midway be- 
tween eastern and western civilization. It should receive some- 
what particular attention. 

Outline. Religious and moral aims. Character and means of 
education, before and after the exile. The family, the school of 
the prophets, the synagogue, as agencies of religious instruction. 
Higher education. Elementary education. Compulsory education, 
A. D. 64. Organization of elementary schools and content of 
course of study. Education of girls.' Methods of instruction. 
Importance attached to learning a trade. Attention to personal 
hygiene. Esteem for teachers. Discipline. Limitations of Jewish 
education. Lasting influence of Jewish education. Present stand- 
ards and methods 

III Greek education. The city state and its influence in 
shaping education. Influence of Greek religion, art and national 
games. The Homeric period. Details of the old education. 
Aim, organization and content of Spartan education. Merits and 
defects of Spartan education. Athenian education iii the old period 
(B. C. 776 to 480). Kind of schools. Control of schools. Studies 
pursued. Meaning of the terms music and gymnastics. The effect 
of comradeship with elders. How physical education in Athens 
differed from that in Sparta in character and purpose. Athenian 
education in the new period (B. C. 480 to 338) ; causes that led to 
a change ; nature of the change. The Sophists — character and 
effects of their teaching. Extreme individualism ; reactionary 
forces. Socrates — his ideals of human life and his influence on 
method and content of education. Plato — defects and permanent 
value of his ideas. Aristotle — his immediate and later influence. 
Philosophical schools. Rhetorical schools. Greek universities. 
Area of influence of Hellenic culture. Position of women in Sparta 
and Athens. Individualism restricted to free Greeks 



TRAINING CLASS SYLLABUS 20, 

IV Roman education. Roman ideals as expressed in Roman 
social organization. Characteristic Roman virtues. Practical aim 
of education. The home, the chief source of education. Method 
informal, through imitation. Biography or living examples the 
chief influence. Periods of Roman education. Introduction of 
Greek influences. Elementary schools. Grammar schools. Schools 
of rhetoric. Discipline. Method of study. Material equipment 
of schools. State support under the empire. Decline of education. 
Educational theorists — Cicero and Ouintilian 

V Rise of Christianity. In what respects Christianity was a 
new, educational force in the world. Persecution, growth and final 
triumph of the Christian sect 

VI Christian and pagan ideals compared. With reference 
to : purpose and content of education ; classes of society ; family 
life; education of children; relation of the individual to the state; 
personal morality 

Relation of Stoic and Epicurean ideals to those of Christianity 

VII Attitude of early Christians toward pagan learning. 

Reasons for the rejection of Greek learning, and the extent of such 
rejection 

VIII Early Christian schools. Character and purpose of edu- 
cation. Catechumenal and catechetical schools. Educational lead- 
ers — Clement of Alexandria, St Jerome, St Augustine 

IX Romano -Hellenic schools. Number and distribution. 
Noted schools, specially at Alexandria. Teachers and studies. 
Sophists and rhetoricians. Decline of schools, causes. Edict of 
Justinian A. D. 529. 

X Monastic education. The educational importance of mo- 
nastic orders, especially of the Benedictines. The later Dominican 
and Franciscan orders. Asceticism. Provisions for study in the 
monasteries. Little demand for schools outside of the church. 
Late appearance of schools even in monasteries. Wide distribution 
of monasteries. Names and locations of the most important. Mak- 
ing, collecting and preserving manuscripts ; other educational 
benefits 



30 NEW YORK STATE EDUCATION DEPARTMENT 

XI Medieval schools- Monastery — interior and exterior. 
Episcopal, or cathedral. Parish, or village. Control, studies, char- 
acter of instruction, classes of pupils, discipline in each 

XII The revival of learning under Charlemagne. Charle- 
magne — his character and work : better training of monks and 
clergy, spread of schools, use of vernacular, call of learned men; 
the palace school — its character, purposes, pupils, subjects of in- 
struction 

Alcuin — state of learning found by him, work and influence, last- 
ing benefit in improved copying of manuscripts 

XIII Scholasticism. A type or method of individual activity. 
The cause of this activity. The essential content of all discussion. 
Great schoolmen, specially Abelard. Educational value of scho- 
lasticism 

XIV Character and extent of Saracenic influence 

XV The universities. Discussion of: origin; organization 
and control; faculties; privileges; discipline; relation to communi- 
ties where they existed ; method and content of studies ; influence ; 
Salerno, Bologna and Paris as types of universities 

XVI Ideals and influence of chivalry 

XVII The seven liberal arts. The trivium and quadrivium 
— their development among the Greeks, the Romans and the schol- 
ars of the middle ages 

XVIII The Renaissance. Forces leading to the revival of 
learning. The meaning of humanism. Comparison of the char- 
acter of humanistic movement in Italy with that beyond the Alps. 
Erasmus and other humanists. The later, narrower humanistic 
education. The long survival of the humanistic conception of 
education 

Types of humanistic schools : the gymnasia of Germany ; influence 
of Sturm 

English public schools like Eaton and Rugby; influence of Colet, 
Ascham 

Jesuit schools 

The colonial grammar schools of America 



TRAINING CLASS SYLLABUS 3 1 

XIX Reformation and the counter reformation. Religion as 
the chief aim of education during this period 

How the Reformation and the humanistic movement were re- 
lated. The influence of Luther on education. The effect of his 
translation of the Bible on educational progress. Luther's letters 
to the German cities. The special claims for history and music. 
The beginnings of state instead of church support and control of 
schools. Introduction of lay teachers and its effects. The changed 
attitude toward elementary education. The establishment of ele- 
mentary schools ; their development in Germany, Holland, Scotland 
and the United States. The educational work of Melanchthon ; the 
Saxony school plan 

Catholic secondary education. [Loyola] Organization of the 
Society of Jesus, Jesuit schools; growth and extent of their in- 
fluence; subject-matter of Jesuit schools; the class of persons for 
which they were established ; preparation of teachers ; method of 
instruction ; emulation ; the Jesuit system as related to educational 
progress 

Catholic elementary schools. Institute of the Brethren of the 
Christian schools ; La Salle ; class teaching and its effect upon the 
grading of pupils ; training of teachers ; the first normal school ; 
present work of these schools in the United States 

The Port Royal schools (Jansenists) ; contrasted with the Jesuit 
schools; reason for brief existence; important educational doctrines 
advanced 

XX Realism — Comenius as its chief exponent. General 
characteristics of realism ; contrasted with humanism. The fore- 
runners of Comenius and the special contributions of each to edu- 
cational thought and practice : Rabelais, Milton, Montaigne, Ratke, 
Bacon 

Biographical sketch of Comenius 

His educational work : his view of the purpose of education 
and its content ; his method ; his textbooks compared with earlier 
ones; organization of schools; writings — The Great Didactic, The 
School of Infancy 

XXI Rousseau and education according to nature. The rela- 
tion of Locke to Rousseau and the conception of natural methods 

Important events in the life of Rousseau. The spirit of the times 
in which he lived. Brief analysis of the Einile. Educational doc- 
trines presented, to be developed later by his successors — such as 



$2 NEW YORK STATE EDUCATION DEPARTMENT 

the importance of interest, education as a process of development, 
the need of simplifying the educational process and the child as a 
factor in education. Some of the defects in Emilc, particularly the 
withdrawing of the child from his social environment. 

Application and development of Rousseau's doctrines by Basedow. 
The Philanthropinists. 

XXII Development of the psychological aspects of education. 

Pestalozzi, Herbart, Froebel 

Pestalozzi : biographical sketch; his work at Neuhof, Stanz, 
Burgdorf and Yverdon ; his literary activity. His contributions to 
educational progress : how he applied the theories of Comenius and 
Rousseau ; the principle of harmonious development, sense im- 
pression, method of instruction, relation of his work to the modern 
elementary school, his influence on the spirit of the schoolroom. 

Herbart: Life and writings. Relation to Pestalozzi. His work 
in developing a pedagogical method, discussion of this method. 
Morality as an end of education. Character and extent of Her- 
bart's influence. Many-sided interest, apperception, culture epochs, 
the formal steps of instruction, correlation — as conceptions formed 
by Plerbart and his followers 

Froebel : life and writings. Education as a process of develop- 
ment through self-activity: the importance of play, educational 
value of hand work, nature study. The kindergarten and the 
growth of the kindergarten idea, especially in America 

XXIII Scientific and psychological aspects of education. 

Modern demands for efficiency of the individual in meeting the 
needs of society and effect of these demands on the schools. Demo- 
cratic ideals. Industrial education. Character as an end of educa- 
tion. Spencer's conception of education — preparation for com- 
plete living. The modern conception of complete living 

XXIV Development of modern state systems of education. 
In each of the leading European countries 

In the United States : growth of free school idea ; Horace Mann 
and his influence on school organization ; normal schools ; the 
work of such educators as Henry Barnard, David Page, William 
T. Harris, Francis W. Parker, E. A. Sheldon and Mary Lyon 

In New York State: early Dutch schools; development of the 
elementary common schools ; rise of the academy ; growth and in- 
fluence of the public high school ; provisions for the training of 
teachers ; state supervision of schools 



TRAINING CLASS SYLLABUS $$ 

Reference books 

In preparing examinations in this subject it will be assumed that 
the teacher, and to some extent the student, has used in addition 
to the textbooks in common use, such as Compayre's, Kemp's and 
Seeley's, such reference books as the following: 

General 
Davidson. A History of Education. 
Monroe. A Text Book in the History of Education. 

Ancient 
Graves. A History of Education before the Middle Ages. 
Laurie. Historical Survey of Pre-Christian Education. 

Medieval 
Laurie. The Rise and Early Constitution of Universities with a Sur- 
vey of Medieval Education. 

Williams. The History of Medieval Education. 

Modern 
Hoyt. Studies in History of Modern Education. 

Monroe. The Educational Ideal, an Outline of its Growth in Modern 
Times. 

Quick. Essays on Educational Reformers. 

Education in the United States 
Dexter. History of Education in the United States. 
Hinsdale. Horace Mann and the Common School Revival in the 

United States. 

Winship. Great American Educators with Chapters on American 

Education. 

Cubberley's Syllabus of Lectures on the History of Education 
zvith Selected Bibliographies and Suggestive Reading will prove 
very helpful to training classes and the general reader. 

More specific references will be given on the special topics when 
the special syllabuses are issued. 

PHYSIOLOGY AND HYGIENE 

In presenting the subject of physiology and hygiene, the aim is 
to promote good health and thereby insure strong bodies capable of 
efficient service and enjoyment of life. Hence, the teacher needs to 
emphasize all points bearing on nourishment, care and protection 
of the body, particularly to instil in the minds of pupils the im- 
portance of proper and regular habits of eating, drinking and 
excreting. 



34 NEW YORK STATE EDUCATION DEPARTMENT 

He should seek the cooperation of parents, especially in cases of 
children who have formed wrong habits. He should also report to 
parents all cases of poor eyesight, hearing and other physical de- 
fects that may be remedied, to the end that boys and girls may 
grow to maturity, vigorous and well formed. 

This outline is arranged to cover the same topics in the same 
manner as in the Elementary Syllabus. However, the time for the 
work here is so brief that it is not possible to consider all the de- 
tails but only the important features, which should be emphasized. 

A careful consideration of the outline will show that it aims to 
be consecutive, progressive and constructive throughout the several 
grades. 

I The body 

Primary 
i Composition : flesh, bones, blood 

2 Functions : moving, breathing, eating and excreting 

3 Parts : trunk, arms, legs, stomach, mouth, teeth, lungs, 

skin, brain, eyes, ears ; location and use of each 

4 Needs : good food ; pure air ; pure water 

5 Hygiene : eating slowly ; chewing thoroughly ; care of 

teeth ; care in habits of excretion ; cleanliness of 
hands, face and all parts of the body; frequent 
bathing; danger from dust; proper clothing; dry 
clothing ; correct position of the body in walking, 
standing' and sitting 

Intermediate 
i Review topics for primary grades 

2 Structure : cells ; tissues ; organs 

3 Uses of bones, flesh, blood, muscles, joints and tendons 

4 Needs : food ; pure air and water ; exercise and rest 

5 Composition of tissues : water, proteids, fat and min- 

eral matter, all supplied by food 

Grammar 
i Review topics for . primary and intermediate grades 

2 Names and functions of the principal bones and 

muscles ; advantages of strong muscles in work and 
play ; tendons and their use ; changes in bones as age 
advances 

3 Adaptation of structure to function, e. g. molar teeth ; 

shoulder joint 
The human body a living machine 



TRAINING CLASS SYLLABUS 35 

II Foods 

Primary 

1 Needs for growth and repair; hunger and its cause; 

cooking - ; thorough chewing 

2 Dangers: overeating; eating at irregular times; wash- 

ing down food 

3 Food specially good for children 

Intermediate 

1 Review topics for primary grades 

2 Composition and uses : water, proteid, starch, sugar, 

fat and mineral matter 

3 Hygienic preparation and preservation: meats, soup, 

canned goods, etc. 

4 Necessity for a mixed diet : foods suitable for break- 

fast, for luncheon, for dinner 

Grammar 

1 Review topics for primary and intermediate grades, 

and add more detail with reference to the use of 
nutrients 

2 Experiments to test the presence of the various nutri- 

ents in foods 

III Digestion 

Primary 

1 Meaning: work of the teeth, mouth and stomach; ne- 

cessity of getting food into a liquid form; passage 
of liquid food through the lining of the digestive 
tube into the blood 

2 Digestive fluids : saliva and its use, names of other 

digestive fluids 

3 Care of the teeth 

Intermediate 

1 Review topics for primary grades 

2 Alimentary canal and digestive fluids : saliva, gastric 

juice, pancreatic juice, intestinal juice and bile; the 
uses of each 

3 Muscles of the stomach and intestines — their action 

4 Absorption and assimilation 

Grammar 
1 Review topics for primary and intermediate grades 
with fuller discussion of each 



2,(i NEW YORK STATE EDUCATION DEPARTMENT 

2 Experiments to illustrate osmosis and the digestion of 

foods 

3 Adaptation of structure to function in the parts of the 

alimentary canal 

IV Respiration 

Primary 
i Organs of breathing : nose, lungs and windpipe 
2 Hygiene: best position for breathing; value of deep 
breathing; harm from tight clothing; dangers from 
dust; dangers from mouth breathing; need of proper 
temperature in the room — use of thermometer 

Intermediate 
i Review topics for primary grades 

2 Organs of breathing more carefully studied; air cells 

and their functions ; change of air in the lungs ; oxi- 
dation 

3 Hygiene: ventilation of rooms; sweeping and dusting; 

need of moisture, specially in rooms heated by fur- 
nace or stoves ; danger from, use of gas stoves and 
other stoves without pipes; value of sunlight 

Grammar 

1 Review topics for primary and intermediate grades, 

studying them more in detail 

2 Experiments to show the nature of oxidation 

3 Hygiene : formation of habits of breathing to secure 

greater lung power; proper methods of ventilating, 
sweeping and dusting 

V The blood and its circulation 

Primary 
i Its use in carrying food and air to all parts of the body 

2 The heart — simple description 

3 The pulse — effect of exercise 

Intermediate 
i Review topics for primary grades 

2 Blood, arterial and venous compared 

3 Organs of circulation : heart, arteries, veins, capillaries 

4 Circulation : pulmonary and systemic ; significance of 

the pulse 

5 Composition of the blood 



TRAINING CLASS SYLLABUS T>7 

Grammar 

i Review topics for primary and intermediate grades 
with study more in detail 

2 Corpuscles, red and white; the function of each 

3 The lymph and lymphatic circulation 

4 Experiments to show variations of pulse caused by 

exercise 

5 Temperature — when normal; the use of the clinical 

thermometer 

VI Excretion 

Primary 
i Need of drinking" plenty of water 

2 Excretion through the skin; necessity for bathing; use 

of soap 

3 Excretion by the bowels and kidneys; necessity of fre- 

quent movements to get rid of the waste matter 

4 Toilet rooms : necessity for cleanliness ; false modesty 

in asking direction to a toilet room 

Intermediate 

1 Review topics for primary grades 

2 Skin and kidneys: their structure; value of hot and 

cold baths 

3 Bladder: its location; danger of retention of urine 

Grammar 

i Review topics for primary and intermediate grades 

2 Skin and kidneys: adaptation of structure to function 

3 Water, its free use a preventive of disease 

VII Nervous system 
Primary 

i Sensation, its importance 

2 Brain and spinal cord, their location 

3 Nervous system compared with a telegraph system 

4 Hygiene: necessity of food, fresh air, sleep and rest 

Intermediate 

1 Review topics for primary grades 

2 Brain and spinal cord — their functions briefly dis- 

cussed 

3 How the brain and spinal cord are protected from injury 

Grammar 

I Review topics for primary and intermediate grades 
with more attention to detail 



38 NEW YORK STATE EDUCATION DEPARTMENT 

2 The brain and other nerve centers ; sensory and motor 

regions 

3 Sympathetic system and reflex action 

4 The brain and mind growth 

VIII Special senses 

Primary 

1 The five ways of getting information 

2 Hygiene: care of the eyes, ears and nose; how these 

are injured; how they are protected; need of calling 
a specialist ; care and culture of the voice 

Intermediate 

1 Review topics for primary grades 

2 The eye and the ear — the parts and the functions of 

each 

3 Diseases : nearsightedness, farsightedness, cross-eye 

and astigmatism briefly discussed 

4 Vocal cords — their structure; change of voice in boys, 

need of special care of voice at that time ; advantages 
of a good voice 

Grammar 

1 Review topics for primary and intermediate grades 

with more attention to details 

2 Models — their use ; sheep's eye and brain used for 

illustration 

3 Acuteness of senses — how cultivated 

IX Narcotics 

Primary 

1 Danger from using alcoholic drinks, tobacco, tea, cof- 

fee and soda water 

2 Danger from the cigarette habit 

Intermediate 

1 Review topics for primary grades 

2 Discuss more fully the effects of narcotics and stimu- 

lants on the organs of the body and their functions 

3 Total abstinence — its value 

Grammar 

1 Review topics for primary and intermediate grades 

2 The insidious growth of the habit of using narcotics 

and stimulants 



TRAINING CLASS SYLLABUS 39 

X Protection of life 

Primary 
i Contagious diseases: common contagious diseases; 
bacteria ; need for quarantine ; dangers from com- 
mon drinking cup, from putting pencils in the mouth ; 
vaccination 

2 Consumption : its origin, prevalence, preventive meas- 

ures ; street expectoration 

3 Need for cleanliness : yards and streets ; dangers from 

dust ; importance of personal cleanliness 

4 Cuts, bruises and burns, how treated ; danger from 

slight wounds from nails, knives and from Fourth 
of July celebrations 

5 Poisonous plants 

6 Electric wires 

7 Escaping gas 

8 Rest and exercise: need of out-door exercise and sleep; 

desirability of boys and girls knowing how to swim 
Intermediate 
i Review topics for primary grades 

2 Emergencies : how to stop bleeding from an artery and 

from a vein; production of artificial respiration in 
cases of asphyxiation 

3 Exercise : value of games, walking, riding, skating etc 

Grammar 

1 Review topics for primary and grammar grades with 

more attention to detail 

2 Bacteria : their nature and relation to disease 

3 Insects and animals that carry disease 

4 Sanitation : health officers and their duties ; removal of 

garbage, public movements to prevent the spread of 
tuberculosis ; importance of good water system and 
good sewage system to a community; parks, play- 
grounds and baths in cities 

Methods 

In the primary grades all lessons should be oral and should not 
exceed 10 minutes. 

In the intermediate grades an elementary textbook must be used. 
Illustrate structure as far as possible from the pupil's body. 
Demonstrations of osmosis and tests for nutrients may be per- 
formed by the teacher. 



4-0 NEW YORK STATE EDUCATION DEPARTMENT 

In the seventh and eighth grades a more advanced textbook 
should be used. Models, also parts of a sheep as the lungs, eye, 
brain, should be employed to show structure. Experiments to 
show osmosis etc. and tests for nutrients should be made by the 
pupils. 

The law in regard to teaching the effects of alcohol, narcotics 
etc. should be carefully observed by giving the number of lessons 
required for the different grades. Small grades may be combine 

READING 

Reading is the beginning of formal education ; it is fundamental 
to the studies of the elementary school, since it is the means of 
acquiring subsequent knowledge. 

Whatever may be the future of the child, he must be taught 
to read well, otherwise interest in his studies will begin to fail by 
the time he has finished half of his elementary course. Many, 
pupils in intermediate and grammar grades are considered stupid 
and unresponsive because they have not been taught to read. The 
mind of the child of 10 or 12 is not nourished, simply because 
he has only the 8 year old child's capability of getting knowl- 
edge through reading. His imagination is not stirred, his ambition 
is unaroused. Getting useful information or the thought of a 
beautiful story is for him too hard a task. 

From the first, teachers of training classes should endeavor to 
impress the fact that the teaching of reading demands resource, 
variety and patience. 

During the first two years, the teacher should have each reci- 
tation planned in advance just as carefully as in any other part of 
the course. She should have an inexhaustible wealth of device 
ready for use and aim to secure the quickest possible response. 

Words should be constantly reviewed and instant recognition 
should be required. Expression should be secured the first time 
that children read words forming a sentence. 

A pupil in the first year should be taught to read whole sentences 
fluently and with correct expression. If he begins to hesitate he 
should not be allowed to continue. Fluent reading of short sen- 
tences may be secured by requiring the child to read a sentence 
to himself and then to give it without looking at his book. How- 
ever, looking off the book is not necessary. 

The same result can well be secured, together with the additional 
advantage of increasing the quickness of recognition in the fol- 



TRAINING CLASS SYLLABUS 4 1 

lowing manner : Write a sentence on the board and after giving 
the children time to prepare the sentence silently, erase it, then 
require some child to give the sentence orally with the proper 
expression. 

A good drill to secure rapid recognition of words as well as 
good expression is to place a list of words on the board. While 
the pupils watch silently, the teacher points quickly in succession 
to several words that make a sentence. When she has finished 
some pupil is required to give the sentence with expression. 
Pupils may themselves in turn point to words that make a sentence 
and call on others to read the sentence made. Children should 
rarely be told words when they are called on to read, but new 
words should be taught in advance of the reading. 

Members of training classes need to be warned that instruction 
in reading should continue throughout the course. Too often reci- 
tations in the fourth and higher grades are merely perfunctory 
periods of " word naming." 

The teacher should take advantage of the child's power of imi- 
tation. She should prepare carefully model exercises in expression 
and read them to her pupils for imitation. Exaggerated expres- 
sion will do no harm in the lower grades. 

After the pupil leaves school, his reading will be almost entirely 
silent, therefore much practice in silent reading should be given in 
both the intermediate and grammar grades. The relation existing 
between the rate of reading and the ability to interpret should also 
be kept in mind. 

In the upper grades emphasis should be placed on appreciative 
reading. In programs of the seventh and eighth years reading of 
wide and varied range should be accorded a prominent place. Sup- 
plementary reading in connection with history, geography and 
physiology should not take the place of regular instruction. 

Teachers of training classes may well devote attention to common 
faults in reading. Model recitations should be carefully planned 
to illustrate all phases of the work. 

I Methods of teaching primary reading 
i Alphabetic method 

2 Word method 

3 Sentence method 

4 Phonic method 

5 Various combinations of these methods 

6 The theory and purpose of each method 

7 Advantages and disadvantages of each method 



42 NEW YORK STATE EDUCATION DEPARTMENT 

If The teaching of primary reading 
i The aim 

2 The teaching of words 

a objective teaching of words and the steps in the 

process 
b the teaching of simple sounds — phonograms 
c sight words and blend words 
d the use of perception cards and other devices to 

secure immediate recognition of words 
e number of sight words that an average class should 

know at the end of 10 weeks ; at the end of the 

first term ; at the end of the first year 
/ the use of the blackboard explained ; the use of the 

reader; relative advantages of each 
g sight reading 

3 The teaching of expression 

a the nature of good expression 

b its importance in reading 

c devices for securing good expression 

d the importance of emphasis and inflection 

e imitation 

/ dramatization 

4 Common faults in primary reading and their correction 

5 The amount of reading that can be well done during the 

first 3'ear ; the second year 

6 Reading by the teacher — its purpose 

7 The purpose and danger of the use of pictures in read- 

ing books 

8 The hygiene of reading 

a position of the body and holding of the book 
b eye fatigue — how prevented: size of type; glazing 
and color of paper; arrangement of page 

III The teaching of intermediate reading 
i The aim 

2 The sources of the material for reading 

3 The teacher's preparation of the lesson 

4 The pupil's preparation of the lesson 

5 Reading aloud and reading silently ; the importance of 

each and its relative value 

6 Thought getting — interpretation of what is read — 

" inner speech " 

7 The connection between good reading and knowing 

how to studv 



TRAINING CLASS SYLLABUS 43 

8 Devices for securing interpretation of oral and silent 

reading 

9 Rates of reading 

a the purpose of the different rates in oral reading 
b comparative ability of fast and slow readers to 

interpret when they read orally; silently 
c the effect of lip movement on rate of silent reading 

io Desirable habits in oral reading 
a correct position 
b the ability to " look ahead " 
c the ability to look up at times 
d other habits 

ii Common faults in intermediate reading and their cor- 
rection 

12 Diacritical markings 

a their names, and the modification of sound produced 

by their use 
b the practical value of such markings 
c syllabification — practice in marking words of 

moderate length 
d accent — drill in marking 
e the use of the dictionary — when begun 
/ drill in the use of the dictionary 

13 The amount of reading desirable in each of the inter- 

mediate grades 

14 Reading by the teacher — its purpose 

15 Dramatization 

IV The teaching of reading in the grammar grades 

1 The purpose 

2 Appreciative reading; suitable selections 

3 The teacher's preparation; the pupil's preparation 

4 Speed drills with reference to interpretation 

5 The amount of reading desirable 

6 The story of the derivation of the language 

7 Word study : common prefixes, roots and suffixes ; sep- 

aration of words into prefix, root and suffix; pre- 
cautions 

8 Synonyms 

a method and extent of study 
b some common synonyms 

9 Common faults in the grammar grades, their causes and 

cure 



44 NEW YORK STATE EDUCATION DEPARTMENT 

V The meaning of the following topics of general applica- 
tion and methods of teaching each 

i Emphasis 

2 Force and stress 

3 Pitch 

4 Cadence 

5 Tone — kinds 

6 Phrasing 

7 Correct breathing — its relation to good oral reading 

8 Pauses — kinds 

9 Articulation 
io Enunciation 
II Inflection 

note. Pupil teachers should have practice'in marking selections of prose 
and [poetry for phrasing, inflection and emphasis ; and should learn by 
application to various selections the effects of rate, pitch, tone and force 

VI Supplementary reading 

i Distinction between basal and supplementary reading- 

2 Purposes of each 

3 Sources of supplementary reading for (a) primary 

grades, (b) intermediate grades, (c) grammar grades 

4 Reasons for differences in sources in different years 

5 Comparative value of using basal reader and other 

books for supplementary reading 

6 Amount of supplementary reading desirable in each part 

of the course 

7 Names of books suitable for supplementary reading in 

each year [see Elementary Syllabus] 

VII Grade libraries 

i The use and purposes of grade libraries 

2 Their relation to the general school library 

3 The responsibility of the teacher in the care of the 

library; special duties involved 

4 Devices for getting pupils interested in grade libraries 

5 Suitable library books for each of the elementary grades 

6 Desirable reference books in each of the upper grades 

(a) for the teacher, (b) for the pupils 

7 Traveling libraries and how they may be obtained 



TRAINING CLASS SYLLABUS 45 

VIII Memory selections 

i Their purpose and extent 

2 Methods of memorizing 

3 Common errors in manner of oral reproduction 

4 Extent to which work of previous years should be re- 

viewed 

5 Suitable selections for each year of the elementary 

course | see Elementary Syllabus] 

SPELLING 

Training- class teachers should bring to the attention of students 
common mistakes made in the teaching of spelling. Much poor 
spelling is due to the fact that teachers assign too many words to 
be learned. Too often the words learned mean nothing to the 
child, and the pupils are not required to use the words in any kind 
of written work. The rule to be impressed should be : " No lesson 
so long that it can not be learned perfectly by the class." 

Written and oral spelling 

The advantages and disadvantages of each 

The purpose of combining the two. Relative importance 

Spelling in primary grades 

i Method of teaching spelling to beginners. Reason 

2 Relation of phonics to spelling 

3 Pronunciation of the word. When and why? 

4 Visualization. Its meaning and purpose 

5 Method of teaching the spelling of homonyms 

6 Length of the lesson in each grade 

7 Devices to secure interest in spelling 

8 Mistakes to be avoided 

Spelling in intermediate and in grammar grades 
i The length of the lesson 

2 The preparation of the lesson 

3 Pronouncing syllables 

4 Dictation 

5 Rules — their value and limitation 

Rules that should be learned and applied 

6 Poor spelling — its causes and remedies 

note. In cases of abnormally poor spellers the teacher should seek the 
explanation of defects in sight, hearing or organs of speech. 



46 NEW YORK STATE EDUCATION DEPARTMENT 

AMERICAN HISTORY AND CIVICS 

The requirements for entrance to training classes demand that 
students shall have successfully completed the study of elementary 
United States history with civics. It is essential that training- class 
history should be something more than a review of what has 
previously been studied, for a leader should be able to look over 
the heads of those led. In general scope, then, the history taught 
in the training class must resemble the course of American history 
with civics that is outlined for the high school seniors ; yet it should 
be less insistent for details on the one hand, and on the other, it 
should definitely emphasize the topics, methods, aids and limitations 
that are most important in teaching elementary history. It is of 
prime importance at the outset that students should not feel that all 
history began with the discovery of America. If any members of 
the training class have never had an opportunity to study ancient 
and English history, the training class teacher will reveal to them 
their poverty rather than conceal it ; will encourage them to read 
and to own some recent handbook of European history; will make 
frequent use of questions and references regarding European 
history and of general topics of world-wide and present-day 
interest. 

Notebooks may be used to great advantage and, whatever else of 
notebook work is demanded, a series of outline maps properly 
filled in should be required. 

Many teachers will wish their classes to be supplied with text- 
books. Teachers who have tried and can use successfully the 
topical method of presenting history will do well to continue it ; but, 
whether a prescribed textbook is used or not, a small collection 
of reference books should be at all times accessible. Such a col-, 
lection would contain as a minimum five or six recent textbooks of 
United States history and civil government, one or more textbooks 
of modern history such as West's, Robinson's, Harding's or 
Adams's ; such books of reference as Elson's History of the United 
States, Hart's Source Readers, Hart's Actual Government, the 
more important books recommended for use with the Elementary 
Syllabus and 12 or more copies of the Elementary and Training 
Class Syllabuses. 

As the class progresses, it will be helpful to compare the ma- 
terial and treatment of a given period in the Elementary Syllabus 
with the material and treatment of the same period in the Training 
Class Syllabus. 



TRAINING CLASS SYLLABUS 47 

I Geographic features of the United States 

Map work: a relief map colored to show (a) the Atlantic 
coastal plain, (b) the Appalachian mountains, (c) the 
Hudson and the St Lawrence waterways, (d) the 
Mississippi basin with important waterways, (c) the 
Rocky mountain highland with the Rocky mountain, 
Sierra Nevada and Coast ranges, (/) the waterways 
of the Pacific coast and their valleys 

1 Geographic conditions that favored the settlement of 

the Atlantic coastal plain: nearness to Europe; fer- 
tility of soil; abundance of harbors and navigable 
streams 

2 Conditions that hindered settlement : climatic difficulties, 

severity of summer heat and winter cold as compared 
with temperature on the west coast of Europe; density 
of forests; malarial and other fevers; remoteness 
from home lands 

3 Reasons why settlements were made on the coast or 

along tide water rivers 

4 The Mississippi basin: extent; fertility; adaptability 

to variety of crops; capacity for supporting great 
population 

5 The Rocky mountain plateau: comparative aridity; a 

natural barrier between the Mississippi and the 
Pacific: its fertility under irrigation 

6 The Pacific coast: its scarcity of harbors; dryness of 

climate in the south; differences in temperature for 
the same latitudes on the Atlantic and Pacific coasts; 
irrigation farming 

II Fifteenth century commerce 

Map work: a map of Europe, the Mediterranean basin 
and western Asia showing Constantinople, Venice, 
Genoa, Marseilles, Lisbon, Paris, Hamburg, London, 
Brussels and medieval trade routes 

i The trade of Europe with the East; articles exported; 
articles imported 

2 The capture of Constantinople by the Turks in 1453; 

how it affected European commerce 

3 The search for new routes to the Indies :• the ideas of 

some ancient Greeks and Romans regarding the shape 
of the earth ; prevailing ignorance and superstition 
reo-arding geography in the 15th century 



48 NEW YORK STATE EDUCATION DEPARTMENT 

4 Inventions or discoveries that aided sailors : printing ; 

sailing to windward ; the ccmpass ; the astrolabe ; the 
sea chart 
Map work : Mercator's map showing voyages of Colum- 
bus, Cabot, DeGama, Magellan, Drake, with dates 

5 The mistake of Columbus in regard to the nature of his 

discovery; Americus Yespucius and the naming of 
America ; mistaken notions about the width of the 
continent ; attempts to find a passage through the con- 
tinent leads to explorations by Cartier, John Smith, 
Henry Hudson and others 

6 The conquests of Mexico and Peru and the wealth they 

brought to Spain ; Spain's place among the nations of 
Europe; Spain's rivals, France, England and Holland; 
the Spanish Armada ; England's triumph 

III Settlements 

i Present causes of emigration from Europe. Causes of 
emigration in 17th century 

2 Virginia a typical southern colony ; reasons for early 

failures in Virginia; reasons for later successes; the 
labor question ; indentured white servants and negro 
slaves; tobacco growing; plantation life; representa- 
tive government ; quarrels between assemblies and 
governors ; a typical royal colony 

3 Massachusetts a typical New England colony: Pilgrim 

and Puritan, character and aims of each; effect of 
the political strife in England on the settlement of 
Massachusetts ; the New England town and town 
meeting ; representative government : gainful occu- 
pations ; offshoots from Massachusetts Bay colony, 
Providence and Hartford 

4 New York, the middle colony : settlement by the Dutch ; 

transfer to the English; first representative assembly; 
division into 10 counties 

5 Other colonies with noteworthy characteristics of each: 

Pennsylvania, Rhode Island, Maryland, Georgia 
Map work: a On an outline map of the Atlantic States 
show in different colors the principal settlements 
by different nations — 1607-1733 

b On an outline map of eastern Massachusetts locate 
12 settlements made prior to 1640 



TRAINING CLASS SYLLABUS 49 

C On an outline map of New York locate the prin- 
cipal settlements made in the Hudson and Mo- 
hawk valleys prior to 1700 

The encyclopedia and atlas will supply the necessary infor- 
mation for the last two maps. Students should note the process 
of state growth. 

IV Government in the colonies prior to the Revolution 

1 The nature of the first charters and why they were 

necessary 

2 The necessity for self-government 

3 The need for control by the home government 

4 Different types of colonies: charter, proprietary, royal; 

common characteristics ; how the power of colonial 
legislatures grew 

V The struggle for the continent 

Map work : Show on an outline map in one color the 
principal French settlements and outposts and in 
another color the principal English settlements and 
outposts — 1750 

1 Important differences between the French and English 

colonists : religion ; government; mode of life; rela- 
tions with the Indians 

2 Rivalry between France and England in the 18th century 

3 Elements of weakness and of strength among the 

French and among the English 

4 Pitt, the war minister of England, and the measures he 

took to obtain victory 

5 The importance of various French fortifications 

6 The capture of Quebec and treaty of peace 

VI Some steps toward colonial union 

1 The New England confederation — 1643 

2 The first Colonial Congress — 1690 

3 The Albany Congress — 1754 

4 The Stamp Act Congress — 1765: cause; how called; 

acts ; results 

5 The first Continental Congress — 1774: cause; how 

summoned ; acts ; results 



50 NEW YORK STATE EDUCATION DEPARTMENT 

VII Colonial life 

I Colonial America a land of farmers : percentage of 
rural population in census of 1790; the total lack of 
farm machinery ; cities few and small ; home industries 
in New England and the Middle States ; plantation 
industries in the South ; traveling artisans 

Make lists of all the articles that were formerly made in the home but 
now are made in the factories. 

2 Diversified industries in New England ; general farming 

in the Middle States ; staple crops in the South ; 
reasons for these differences 

3 Social classes in New England, in the Middle States, 

and in the South 

4 Religious sects : Congregationalists ; the Established 

(Episcopal) Church; Quakers; Baptists; Methodists; 
Roman Catholics ; religious freedom in Rhode Island 
and Pennsylvania; a state church or religious test 
for office holding and voting in many states 

5 Amusements : in New England ; in New York ; in the 

South 

6 Travel and communication 

Travel : coasting vessels ; stage coaches ; inns ; lack 

of roads ; later development of toll roads and 

bridges ; the carriage of freight 
Communication: scarcity of mail matter; infrequency 

and irregularity of mails; the collection of postage; 

fewness and poverty of newspapers 

VIII The Revolution and the Articles of Confederation 

1 Causes of the Revolution 

a Underlying causes : taxation by representative 
bodies a fundamental doctrine in England and 
America; the American theory of representation 
as opposed to the English theory and practice; 
spirit of liberty in the colonies; unjust restrictions 
on colonial commerce and manufactures 

b Immediate causes : the Stamp Act ; its nature illus- 
trated by reference to the stamp taxes of the 
Civil and Spanish- American Wars; its purpose; 
objection to Stamp Act not an objection to tax- 
ation by the mother country; its repeal, how 



TRAINING CLASS SYLLABUS 5 1 

brought about; the Townshend Acts and resist- 
ance to them; the Boston Massacre; the Boston 
Tea Party; the Continental Congress — 1/74! its 
declaration and resolves 

2 The second Continental Congress — 1775 

First acts and attitude; change of attitude; the Dec- 
laration of Independence 

3 Formation of state governments, particularly the state 

government of New York 

4 The Articles of Confederation: simply a league of in- 

dependent colonies without power (a) to enforce its 
legislation; (b) to collect taxes; (c) to regulate com- 
merce ; why the government under- the Articles of 
Confederation was partially successful; why it failed 
after peace was declared 

5 The War of the Revolution 

a General purpose of England to occupy the centers 
of population and enforce the laws 
Map work: Map showing the. centers of population in 

1775 
b Campaign around Boston; failure of the British 

c Campaign for New York city and the Hudson val- 
ley ; its partial success; Washington's masterly 
retreat and generalship; ultimate failure of the 
British to secure the Hudson-Champlain valley 
Map work : Map of New York State showing in different 
colors the intended and actual movements of the 
British 

d Campaign for the occupation of Philadelphia 

e Campaigns in the South; objective points of the 
French alliance and Yorktown 
Map work: a Map showing the areas of conflict in the 
Revolution and the location, with name and date, 
of the principal battlefields 

b Map showing the continent of North America as 
divided by the peace treaty of 1783, with the 
ownership and boundaries of the principal 
divisions 

6 The United States after the Revolution until the adop- 

tion of the Constitution — 1789 
a Weakness of the government: dealings with the 
army; foreign relations 



52 NEW YORK STATE EDUCATION DEPARTMENT 

b Disorders in the states : boundary disputes ; trade 
discriminations ; paper money craze 

c The Northwest Territory : conflicting- claims of 
Virginia, Massachusetts, Connecticut and New- 
York; cession to the United States; a national 
territory and its importance ; the Ordinance of 
1787 ana its provisions in regard to religious 
liberty, slavery and education 

IX The Constitution 

1 The federal convention 

Causes : the three great compromises 

2 Adoption of the Constitution ; the first 10 amendments 

or " Bill of Rights " 

3 Departments of government established 

a The legislative department : the House of Repre- 
sentatives ; composition and qualifications and 
choice of members, special powers; the Senate, 
composition, qualifications and choice of mem- 
bers, special powers ; general powers granted to 
Congress ; general powers denied to Congress ; 
legislative powers denied to states 

A chart showing powers granted and powers denied to each house, to 
Congress, to the states 

b Executive department : the president ; qualifica- 
tions, term, manner of election, powers, removal 
from office 

c Judicial department: organization and powers; ap- 
pointment of justices and judges; terms of office; 
constitutional provision in regard to salaries 

4 Miscellaneous provisions of the Constitution 

Persons ; states ; the public debt ; the supremacy of 
the general government 

5 Overlapping powers 

Executive and judicial powers conferred on Senate 
and House ; legislative and judicial powers con- 
ferred on the president ; independence and authority 
of the judiciary 

6 Amendments 

Two methods of proposing amendments ; two methods 
of ratifying amendments; the first 10 amendments; 



TRAINING CLASS SYLLAUUS 53 

the nth amendment and its relation to the doctrine 
of state rights; the 12th amendment and its cause; 
the main provisions of the 13th, 14th and 15th 
amendments 
7 The elastic clause 

For references to this period see Academic Syllabus of Civil Govern- 
ment — 1905 edition. 

X Political parties 

1 The general principles on which the people divided into 

parties 

2 The Federalists in control — 17S9-1801 

a Organization of Congress, of Cabinet, and of na- 
tional courts ; the speaker of the House ; the 
source of the speaker's great power 

b Revenue and finance: the tariff; the excise; the 
public debts; the national bank 

it is quite necessary at this point to discuss some fundamental principles 
of economics. The following outline will indicate the most important 
topics: 

Fundamental facts in regard to money, currency and banks: distinc- 
tion between money and wealth ; money a measure of values ; why gold 
is preferred by civilized peoples as a standard of values; what gives 
worth to paper money; abundant currency facilitates exchanges of 
different forms of wealth, and exchanges of wealth encourages industry ; 
how banks aid in measuring wealth, distributing wealth, preserving 
wealth ; effects on business of the withdrawal of currency from circu- 
lation 

c Important events during" the Federalist control : 
the Jay treaty ; the French Revolution and Citizen 
Genet; the X Y Z affair and change of senti- 
ment ; the Alien and Sedition Acts ; Virginia and 
Kentucky Resolutions ; triumph of Jeffersonian 
Republicans 

3 Jeffersonian Republican or Democratic-Republican 

party — -1801-17; Federalists in opposition 
a The party policy : decentralization ; decrease of 

army and navy; repeal of tax laws; attack on 

judiciary 
b Reversal of Jeffersonian theory in the purchase of 

Louisiana; the importance of New Orleans and 

the Louisiana purchase; Lewis-Clark expedition 



54 NEW YORK STATE EDUCATION DEPARTMENT 

Map work : Map showing the boundaries of the Louisiana 
purchase and the route of the Lewis-Clark ex- 
pedition 

c The War of 1812; foreign relations; advent of 
young- Republicans afterward National Repub- 
licans and Whigs; failure of peace policy; the 
Hartford convention and collapse of the Fed- 
eralist party ; industrial changes caused by the 
war; protective tariff 
Map work : On a map of the United States indicate the 

areas affected by the military operations of the War 

of 1812 

4 Reorganization of parties — -1817-29: new movements; 

new issues 
a Destruction of commerce by the Embargo — -1807 
and the War of 1812, resulting in the growth of 
manufacturing and westward migration 
b Inventions aid manufacturing and the westward 
migration : the cotton gin and its effect in making 
slavery profitable and in increasing migration 
from .Southern States; canals and steamboats aid 
migration from New England and the Middle 
States; the use of steam and inventions of tex- 
tile machinery encourage factory building in the 
North 
c New issues : demands for a protective tariff and 
the tariff of 1816'; the demand on the national 
government for public improvements and the 
Cumberland road ; the settlement of Missouri by 
slaveholders and the Missouri Compromise — 
1820 
d The purchase of Florida — 1819 
e The Monroe Doctrine — 1823 
/ The beginnings of a national literature 
g The popularity of Andrew Jackson; its causes 
Map work : Show on a map of the United States the states 
admitted from 1 789-1 821 inclusive, the line of the 
Missouri Compromise and the territory of Florida 

5 Democrats and Whigs — 1829-61; the principles for 

which each party stood 
a Jackson : introduction of the " spoils system " ; the 
United States bank; nullification 



TRAINING CLASS SYLLABUS 55 

b Texas; the Mexican War; revival of sectional con- 
troversy 

c California and its admission as a state; the Fugi- 
tive Slave Law — 1850, its enforcement and the 
results 

d The Kansas-Nebraska Act ; the repeal of the 
Missouri Compromise : the Dred Scott Decision 
and the triumph of the Republican party 
6 Republicans and Democrats — 1861- 

a Union or disunion; the seceding states 

(1) Comparative strength of seceding and union 

states in 1861 ; how the North had been 
aided by immigrations from Ireland and 
Germany ; the progress due to railroads 
and inventions ; the coal and iron indus- 
tries in Pennsylvania 

(2) Opening hostilities : Sumter and Bull Run 

(3) The blockade and its effects on Europe and 

on the South 

(4) The Emancipation Proclamation discloses 

to the world the real issue of the war 

(5) Opening the Mississippi and cutting off of 

the Southwestern States 

(6) Gettysburg, the supreme effort of the Con- 

federacy 

(7) Cutting off the Gulf States; Sherman's 

march to the sea 

(8) Closing in on Richmond 

Map work: Show on a map of the United States (a) 
the free soil states; (b) the seven states that 
first seceded; (c) the four states that seceded 
later; (d) the loyal slave-holding states 

b The 13th, 14th and 15th amendments 

c Reconstruction: the assassination of Lincoln; 
Johnson's quarrel with Congress ; the bitterness 
of the North ; carpetbag government ; Klu Klux 
disorders 

d The new South and the race problem ; social pro- 
gress of the negro ; why and how the negro is 
kept out of politics in the South 

e Civil service reform: the nature of it; the need 
for it ; how accomplished 



56 NEW YORK STATE EDUCATION DEPARTMENT 

/ Foreign relations since 1865 ; the purchase of 
Alaska and its value ; the treaty with Great 
Britain, 1871, and the Geneva award; the 
Venezuelan boundary dispute — 1895; annexa- 
tion of Hawaii ; the war with Spain and its re- 
sulting- accessions of territory; relations with 
Cuba ; the Panama canal ; the Hague Confer- 
ence 

g Domestic problems: tariff reform and the triumph 
of the Democrats in 1884 and in 1892; silver 
coinage and the split in the Democratic party in 
1896; the growth of trusts, corporations and 
labor unions ; government control of corpora- 
tions and labor unions ; the prohibition move- 
ment 
Map work : On a Mercator s outline map show the ac- 
cessions of territory since 1865 

XI The progress of the 19th century 

By the use of histories and encyclopedias, the class should 
make a list of important inventions, improvements in man- 
ner of living and the great industrial changes that occurred 
from 1800-50; from 1850-1900. A collection of drawings 
and pictures will greatly aid this work. A topical treat- 
ment should be followed. Some suggested lines are as 
follows : transportation by land ; transportation by water ; 
textile industries; agricultural work; communication; iron 
and steel manufacture; lighting; municipal improvements; 
building and architecture; printing; school facilities. 

XII The unwritten constitution 

1 The difference between a written and an unwritten con- 

stitution as seen in the history of Great Britain and 
the United States ; the advantages in each case 

2 Evidences that an unwritten constitution is -developing 

in the United States ; the intended and the real duties 
of presidential electors ; limitation of presidential 
term to eight years ; the Cabinet ; legislative commit- 
tees ; powers of the Speaker of the House; the legis- 
lative party caucus ; nominating conventions 



TRAINING CLASS SYLLABUS 5/ 

XIII Present government as developed under the Constitution 

i The suffrage and its gradual extension 

a Civil and political rights ; naturalization ; voting 
b History of the suffrage 
c Woman suffrage 

2 Congress at work 

a The Speaker of the House 

b The Senate and its prerogatives 

c Legislative committees and legislative debate; 

compare House and Senate 
d The making of a law 

3 The executive department 

a The Cabinet ; present Cabinet compared with the 
first Cabinet ; appointment and removal of 
Cabinet officers ; general duties of each depart- 
ment of the Cabinet 

b President's powers under the Constitution; the 
president's influence 

4 Federal courts 

a Classes of courts : Supreme ; Circuit Court of Ap- 
peals ; Circuit Courts ; District Courts ; Court of 
Claims 

b The jurisdiction of federal courts : cases involving 
the Constitution ; treaties ; federal law ; different 
states 

c Federal writs : habeas corpus, mandamus, injunc- 
tion 

5 Taxation 

a Direct and indirect taxes 

b Constitutional limitations on the taxing power of 

the United States 
c Constitutional limitations on the taxing power of 

the states 
d General policy of the United States in regard to 

direct taxes 
e Advantages and dangers of indirect taxation 

XIV Present government of New York State 

1 Citizens and their rights 

2 Voters and voting 

3 The Legislature : the Senate, the Assembly ; special 

powers of each branch ; restraints on legislation ; ap- 
propriation bills 



58 NEW YORK STATE EDUCATION DEPARTMENT 

4 The executive : qualifications and powers ; the veto ; ad- 

ministrative offices 

5 The judiciary: classes of courts; choice of justices and 

judges 

6 State debts and state ere Jit; local debts and local credit 

7 The school system 

8 County government 

9 State militia 
10 Amendments 

Additional topics: 

Find resemblances between the Constitution of New York State and the 
federal Constitution. 

XV Local government 

1 The principal officers of the county: executive, legis- 
lative, judicial and the duties of each 

2 The principal officers of the town and the duties of 

each 

3 The city charter: whence obtained: why needed; the 

principal officers of a city and the duty of each 

In the nature of the case no definite syllabus can be made for the proper 
study of local history or local civics, yet neither should be neglected. In 
all cases the local school government should be studied at close range. The 
school commissioner may be invited to give an account of his duties and 
explain the ordinary steps by which elective public office is obtained. 
Arrangements may be made with a justice of the peace to visit his court 
and with the town clerk to visit his office and inspect the records. Excur- 
sions to the county courthouse and other county buildings, to the county 
clerk's and surrogate's office are' also valuable. Polling places may be 
visited on some election day. Printed ballots, election notices, calls for 
primaries, assessors tax lists and tax receipts should be examined. The 
local newspaper should be read by some member of the class every week 
to obtain civic information, while in like manner daily search in some 
metropolitan newspaper should be made for topics of state and national 
interest. 

If the training class is located in or near a city, the city government should 
be studied with sufficient detail to give definiteness and reality to textbook 
ideas. 

XVI Methods 

1 The purposes of history teaching in the fifth and sixth 

grades as set forth in the Elementary Syllabus ; why 
tiresome reviews in these grades are uncalled for 

2 The progressive method to be followed in preparing 

pupils for the intelligent use of books 
-? Preferred methods of recitation ; other methods 



TRAINING CLASS SYLLABUS 59 

4 The difficulties of teaching young- children the lives of 

men of thought 

5 Outlining the lives of two or three prominent Americans 

and discussing the points to be emphasized 

6 How the methods employed for the seventh and eighth 

grades should differ from those employed for the 
fifth and sixth grades 

7 The teaching of local history and civics; the purpose in 

teaching each 

8 The value of studying current events 

9 The reasonable correlation of history with other school 

work 

10 Time allotments recommended for the different grades 

11 The necessity for. the use of maps and the value of map 

work done by pupils 

12 The use of pictures 

13 The use of patriotic literature 

14 The proper use of dates 

15 What finally should be gained from the study of ele- 

mentary history 

SCHOOL LAW 
I School districts 

1 Kinds of districts 

2 Formation, alteration, dissolution 

II District meetings 

1 Annual : notice, time and place, powers 

2 Special : notice, where held, powers 

III School buildings and sites 

1 Buildings 

a Plans and specifications for 

b Construction 

c Use of school buildings 

d Condemnation of buildings 

c Sale of buildings 

/ Repairs 

g Outside stairways 

/; Outbuildings 

2 Sites 

a When changeable 

b How designated 

c Sale of 

d Condemnation of land for site 



60 NEW YORK STATE EDUCATION DEPARTMENT 

IV School district officers 

i General provisions 
a Ineligibility 
b Qualifications 
c Terms 

d Change in number of trustees 
e Election 

/ Notice of election 
g Refusal to serve 
h Vacancies 
i Morals 

2 Clerk, treasurer, collector 

a Duties 
b Bonds 
c Provisions relating to such officers in union free 

school districts 
d Reports 
e Liability 

3 Trustees 

a General powers and duties 
b Reports 

4 Board of education 

a General powers and duties 
b Reports 

V Town and county officers 

i General duties relating to school system 
a Supervisor 
b Town clerk 
c County treasurer 

VI School commissioner 

i Qualifications 

2 Election 

3 Term 

4 Salary 

5 Vacancy in office 

6 General powers and duties 

VII Education Department 

i Board of Regents 
a Number 
b How chosen 
c Term 
d General powers and duties 



TRAINING CLASS SYLLABUS C)] 

2 Commissioner of Education 

a How chosen 

b Term 

c Salary 

d General powers and duties 

c Power to remove school officers 

/ Powers in relation to appeals 

3 General organization of Department 

VIII School taxes 

i How authorized 

2 By whom assessed 

3 Tax list 

4 Property assessed 

5 Collection 

IX School moneys 

i Kinds of quotas — supervision, district, teachers, aca- 
demic 

2 Conditions on which each quota is apportioned 

3 Amount of each quota 

4 General method of apportionment of funds for books, 

pictures, maps and apparatus 

5 Withholding moneys 

X Compulsory educaticn 

1 Required attendance 

2 Required instruction 

3 Duties of persons in parental relation 

4 Unlawful employment of children 

5 School records 

6 Attendance officer 

7 Arrest of truants 

8 Truant schools 

9 Duty of trustees 

io Penalty for failure to enforce law 
ii School register 

XI Courses of study 

i Subjects that must be included 

2 Subjects that may be included 

3 Authority to adopt 

4 Duty of teacher 

5 Provisions as to vocal music, drawing, kindergarten, 

industrial training 



62 NEW YORK STATE EDUCATION DEPARTMENT 

6 Physiology and hygiene 

a Special instruction required 
b Who shall receive instruction 
c Textbooks 
d Withholding public money 

XII Textbooks 

i How adopted 

2 How changed 

3 Penalty for violating law 

4 Supplying indigent pupils 

5 Free textbooks 

XIII General provisions for the education 

i Of defectives 

2 Of Indian children 

XIV General provisions for the training of teachers 

i Normal schools 

2 Training schools 

3 Training classes 

4 Teachers institutes 

a Attendance of teachers 

b Closing school 

c Failure to close school 

d Failure of teacher to attend 

e Payment of teacher 

XV Teachers 

1 Required age, certification 

2 Special qualifications prescribed for cities 

3 Kinds of certificates 

4 Indorsement of certificates 

5 Payment of unqualified teachers 

6 Revocation of certificate 

a Causes 

b Authority — Commissioner of Education, school 
commissioner 

7 Causes sufficient for dismissal 

8 By whom employed 

9 Contract with relatives 

io Essentials of contract should be written 
ii Period of employment 

12 When compensation is due 

13 Orders on supervisor, collector or treasurer 



TRAINING CLASS SYLLABUS 63 

14 Payment for periods during which school is tempo- 

rarily closed 

15 Verification of records 

16 Rules and regulations governing teachers 

17 Hours of teaching 

18 Closing school 

19 Doing janitor work 

20 Providing a substitute 

21 Authority over pupil 

22 Suspension of pupil 

23 Expulsion of pupil 

24 Infliction of corporal punishment 

XVI Nonresident pupils 

1 Admission 

2 Contracts for their education 

3 Transportation 

4 Free tuition in high schools 

XVII Special statutes 

1 Arbor day 

2 Flag law 

3 Fire drill 

4 Holidays 

NATURE STUDY AND AGRICULTURE 

In nature study and agriculture no separate syllabus is pro- 
posed for training classes, but they will use the outline in the 
Syllabus for Elementary Schools, to which they are referred. 
There the work is laid out for the five years 1910-15. However 
the training classes will confine themselves to the outline for the 
year in which the training class is held and the two succeeding 
years ; but the classes in 191 3-14 will prepare on the outlines for 
1913-14, 1914-15 and 1910-11, and the classes in 1914-1-5 will 
prepare on the outlines for 1914-15, 1910-11 and 1911-12. 

DRAWING 

Training class students should make themselves familiar with 
the outline and the material indicated in the Elementary Syllabus. 

A review of the principles of drawing is necessary, but practice 
in the work for grade pupils is the most important feature of this 
course. 



64 NEW YORK STATE EDUCATION DEPARTMENT 






GEOGRAPHY 

It has not seemed advisable in the preparation of the following 
syllabus to outline the work by years. The object of this outline 
is to indicate the scope of work with which training" classes should 
be made familiar. The order of procedure in actual teaching should 
follow the Syllabus for Elementary Schools, and the suggestions 
therein contained should be carefully noted and followed. Train- 
ing class instruction should have in view at all times the best meth- 
ods of teaching the topics covered. The planning of work by years 
and quarters, as well as the preparation of lesson plans, should 
constitute an important part of the course. A notebook of perma- 
nent form should be made by each member of the training class 
and in it should be placed outlines, suggestions, devices, diagrams, 
map constructions and other supplementary data and material. 

The following outlines suggest the content of the subject as it 
should be presented to the child. The training class student should 
go over it from the child's point of view as to content, but from 
the teacher's point of view as to its presentation in the classroom. 

It is well to note the fact that the syllabuses in drawing, nature 
study, arithmetic and history include topics which are closely re- 
lated to this work, and these should be considered in outlining the 
lessons in geography. It is advisable for the student, of course, to 
know much more of all topics than is here given, but, as has already 
been said, the outlines suggest the content of the subject for the 
child. 

I Home geography 

The mathematical element 

1 Directions : north, east, south and west 

2 Distance, units and application, using inch, foot, yard, 

rod, mile 

3 Making plots and maps, using a scale and, when possi- 

ble, proper symbols 
a schoolroom 
b school grounds 
c other pieces of land 
d neighboring streets 

4 Reading or interpreting plots and maps 

a streets and roads 

b streams 

c important buildings 

d other objects and places of interest 



TRAINING CLASS SYLLABUS 05 

The industrial and commercial element 

1 Productive industries 

a agriculture: (1) gardening, (2) flower culture, 

(3) truck raising, (4) farming 
b manufacturing: (1) articles produced at home 

(2) local industries 

2 Commercial occupations, trade 

a the store — kinds, commodities sold 

b the market 

c the agent or vendor 

3 Transportation and communication 

a roads 
b railroads 
c rivers and canals 
d the mail 
e the telephone 
/ the telegraph 
The social element 

1 Social agencies 

a .schools 

b churches 

c libraries 

d places of entertainment 

c clubs and societies 

/ charitable institutions 

2 Government 

a home 

b school 

c village and town 
TJie physical element 
In connection with the study of home geography land and water 
forms may be taught, but no attempt should be made to teach pro- 
cesses. Excursions, carefully planned, should be made by teacher 
and class. In addition to those suggested in the Elementary Sylla- 
bus, excursions may be made to the brook, the river, the glen, the 
mountain, the forest, the park and the fair. Make the work 
concrete. 

II The globe 

1 Shape 

2 Size. The circumference may be reckoned in the length 

of time it will take to travel around it. 



66 NEW YORK STATE EDUCATION DEPARTMENT 

3 Motions 

a daily — result explained 

b yearly ■ — result explained 

C variation of hours of sunlight at different seasons 

explained 
d inclination and parallelism of axis 

4 Zones 

a names 

b boundaries — why so placed 

c characteristics 

5 Definition of terms : equator, axis, poles, tropics, polar 

circles, great circles, small circles 

6 Latitude and longitude 

a explained from seating of schoolroom, from streets 

of town or city, from globe 
b use in fixing location 

c the longest parallel, north latitude, south latitude 
d the prime meridian, east longitude, west longitude 
e how measured 

/ degrees of latitude about jo miles in length 
g degrees of longitude variable 
h use of length of degrees of latitude and longitude 

in determining distances on maps and on globe 

7 Surface 

a great land masses: (i) names, (2) location, (3) 
size, as shown by (a) latitude and longitude, (Z?) 
expressed in length of time it will take to make a 
journey across it. (4) comparative area of each 

b the ocean: (1) divisions and boundaries, (2) com- 
parative areas 

8 The hemispheres 

a names : northern, southern, eastern, western — 
(1) center and boundary of each, (2) land areas 
of each, (3) water areas of each 

Relative values and approximate distances are of fundamental 
importance, but they should always be expressed in units which 
may be readily understood by the child. That the earth is about 
25,000 miles in circumference conveys to the average pupil but a 
vague idea of its size. However, if the child can be taught to 
•appreciate the size of New York State, simple work in arithmetic 
will show that a square of paper x /z of an inch on each side will 
cover on a 12 inch globe an area equal to the State of New York. 



TRAINING CLASS SYLLABUS 67 

The resourceful teacher will find many such ways of making con- 
crete illustrations of important statistical statements. 

Ill Grand divisions 

1 Position 

a in hemispheres 

b in zones 

c in relation to bordering waters 

d in relation to other grand divisions 

2 Form 

a in general 

b in detail: (i) important projections, (2) impor- 
tant indentations, (3) chief islands adjacent 

3 Size 

a as compared with other continents 
b as to range of latitude and longitude 

4 Relief 

a highlands: (1) hills; (2) mountains: ridges, 

ranges, peaks — (a) position, (b) extent 
b lowlands: plains — (1) position, (2) extent 

5 Drainage 

a rivers and lakes described 
b ocean 
c gulf 

6 Climate, is influenced by 

a latitude 

b prevailing winds 

c relief features, the oceans and their currents 

7 Products 

a mineral 
b vegetable 
c animal 

8 Political divisions 

a name 

b location 

c boundaries 

d comparative areas 

9 Population 

IV Political divisions 
1 Position 

a in grand divisions 

b by boundaries: (1) natural, (2) artificial 

note. The location by boundaries is meant to apply to the larger political 
divisions only. 



06 NEW YORK STATE EDUCATION DEPARTMENT 

2 Size 

a approximate area 
b comparative area 

3 Relief 

a general slopes 

b principal highlands 

c principal lowlands 

4 Drainage 

a important streams 
b lakes 

5 Climate of various sections 

a temperature 
b rainfall 
c winds 

6 Agricultural products 

7 Mineral products 

8 People 

9 Industries 

io Manufactured products 
II Commercial routes 

a rivers 

b canals 

c railroads 
T2 Government 

In the preceding outline the topics for the study of a political 
division are given in logical order. Teachers sometimes prefer to 
approach the study of a state or locality through a consideration of 
its products, or its occupations and industries. Circumstances will 
frequently suggest desirable changes in covering an outline of 
study. 

V State of New York 

The following outline calls for a more intensive study of our 
0wn State than should be given to other states or political divisions : 
i Location 

a latitude and longitude 

2 Boundaries 

a natural 
b political 

3 Relief 

a highlands 
b lowlands 



TRAINING CLASS SYLLABUS fy 

4 Drainage 

a river systems: (i) St Lawrence to the Atlantic, 

(2) Ohio-Mississippi to the Gulf of Mexico, 

(3) Mohawk-Hudson, Delaware and Susque- 
hanna to the Atlantic 

b lake regions: (1) Adirondack, (2) central, (3) 
western 

5 Climate of various sections 

6 Mineral products 

a salt 

b stone: (1) Potsdam sandstone, (2) Medina sand- 
stone, (3) limestone, (4) Milestone, (5) marble 
c petroleum 
d iron 
e local mineral products 

7 Agricultural products 

a hay, alfalfa 

b dairy products 

c cereals 

d orchard fruits 

e small fruits 

/ grapes 

g garden vegetables 

h tobacco 

i hops 

j potatoes 

k lumber 

/ minor products 

8 Natural advantages 

a New York harbor 

b Hudson river 

c mountain resorts 

d lake and sea resorts 

c water supply for ice and for city use 

/ water power 

g natural thoroughfares 

h forests 

9 Population 

a native 
b foreign 
10 Industries and occupations 
a manufacturing 



70 NEW YORK STATE EDUCATION DEPARTMENT 

b commercial 
c professional 
d agricultural 

e minor : lumbering, quarrying stone, brick making, 
ice cutting 

11 Commercial and manufacturing centers 

a natural causes that have determined their location 
b natural causes that have contributed to their growth 

12 Trade routes 

a roads 
b railroads 
c canals 
d rivers 

13 Social agencies 

a schools 

b colleges 

c libraries 

d charitable institutions 

e penal institutions 

14 Government 

a town 

b county 

c state 
New York city should receive comprehensive treatment. Al- 
ready the second city in size in the world, its unexcelled advantages 
for growth and commercial supremacy are worthy of study. Note 
its commanding position at the " gateway of the continent," its 
extensive water front and harbor facilities, its railroad connections 
with the interior, its own rapid transit arrangements, its varied 
manufactures, etc. Make a careful study of maps showing these 
and other facts worthy of attention. 

VI Map drawing 

1 Copying 

2 Enlarging by dividing the surface into equal rectangles 

3 Upon a map base of parallels and meridians constructed 

according to some projection in general use 

VII Map construction 

1 Relief maps, such as : sand maps, and putty maps may 
be used sparingly to test the child's knowledge of 
areas studied. They should not be used to teach such 
. areas originally on account of the unavoidable exag- 
geration of the facts of relief, etc. 



TRAINING CLASS SYLLABUS /I 

2 Maps and diagrams for study 

The list of such maps and diagrams which might be given is a very long 
one, and only a few of the more important ones are suggested. 

a Physical: (i) relief, (2) drainage, (3) tempera- 
ture, (4) rainfall, (5) weather, (6) snowfall 

b Political and industrial: (1) county and state, (2) 
distribution of population as to density, (3) dis- 
tribution of industries 

c Diagrams: (1) cross sections showing relief, (2) 
comparison of areas, (3) comparison of altitudes, 
(4) comparison of distances 

Additional suggestions 

It should be impressed upon the mind of the training class student 
that the subject of geography should be approached, when possible, 
through the observation, experience and judgment of the pupil. 
The pupil should be encouraged and helped to make inferences, and 
as the work progresses there should be a considerable increase in 
his power to make correct deductions. 

In beginning the study of a country, a glance at its range of lati- 
tude and longitude should suggest its approximate dimensions in 
miles ; and when this is noted, its area, as compared with some 
well known unit of size, like the State of New York, is readily 
determined. When there is added to such knowledge of size the 
knowledge of a country's position and physical resources, the child 
has in his possession all of the necessary data for making intelli- 
gent inferences. 

Those who are preparing to teach should develop skill in rapid 
map drawing. The teacher who, in two or three minutes, can draw 
from previous knowledge an outline of some state or country and 
indicate thereon its natural and artificial boundaries, and its more 
important physical and political features, has a power which is not 
difficult to acquire, but which enables him to present a body of 
information that could not be expressed orally or in writing in a 
much longer period. There is little to justify the requirement of 
such map drawing from children except when done upon a printed 
map base of parallels and meridians. But the teacher should have 
at hand, or should herself construct maps and charts from which 
the child through study may acquire a knowledge of the right rela- 
tion of physical to political features. 



72 NEW YORK STATE EDUCATION DEPARTMENT 

Teachers of geography should keep informed concerning such 
current events as serve to illumine their work. Periodicals should 
be scanned for articles that deal with cities, countries, explorations, 
expeditions, travel, commercial and manufacturing enterprises, for- 
est preservation, irrigation, mining, government changes, ways of 
living and other features that bear directly upon the study of 
geography. Clippings should be made or summaries written of 
such articles and these should be preserved for ready reference. 

Pictures should be collected and filed. Xow that reproduced 
photographs are generally used for book and periodical illustra- 
tions, it follows that such pictures are reliable witnesses. Pupils 
should be taught so to question a picture as to acquire the facts it 
portrays, and also to get from it the suggestions arising from close 
observation. The " story told by the picture " should be given in 
connected statements. 

Care should be exercised in picture study to keep before the 
class the magnitudes involved, otherwise an accurate photograph 
may be very misleading. The pupil unaided can not be expected 
to see in an ordinary picture of the Rock of Gibraltar a mountain 
nearly 3 miles in length and over 1400 feet high, nor in a picture 
of the Colosseum a structure containing within its walls acres of 
space and capable of seating 84,000 people besides providing for a 
spacious arena. 

Collections of specimens of the woods of the locality, its rocks 
and minerals, many of its agricultural and manufactured products, 
may be made. At little or no expense this supplementary material 
can be secured, and when properly used, will add greatly to the 
efficiency of instruction. Training class students should begin to 
make such collections for future use. 

In every training class an intensive study of some feature or 
topic should be frequently undertaken, such as England, Paris, 
Rome, the Nile, Holland, the Panama canal, Mount Vesuvius. 
Such studies serve a double purpose. They make the students 
acquainted with the facts as well as the materials available for the 
study, and also enable them to show how they would plan lessons 
of a similar sort for children of various ages. 

It should be constantly called to the attention of the student that 
the physical conditions and agencies which determine life and pro- 
mote civilization constitute the basis upon which must rest all study 
of geography. Hence, in those grades where these relations can be 



TRAINING CLASS SYLLABUS 73 

appreciated by the pupils, physical environment must always receive 
first attention. Latitude, the seasons, temperature, precipitation of 
moisture, prevailing winds, the influence of ocean currents, eleva- 
tion, proximity of mountains, near or remote bodies of water, 
navigable waters, water power, forest area, natural thoroughfares 
and mineral resources are among the features to be considered in 
the study of any locality or country. 



INDEX 



Agriculture, 63. 

American history and civics, 46-59. 

Arithmetic, 3-7. 

Civics, 46-59. 

Drawing, 63. 

Education, history of, 26-33; prin- 
ciples of, 14-15. 
English, 20-26. 

Geography, 64-73. 

History and civics, 46-59. 



History of education, 26-33. 
Hygiene, 33-40. 

Nature study, 63. 

Physiology and hygiene, 33-40. 
Principles of education, 14-15. 
Psychology, 7-15. 

Reading, 40-45. 

School law, 59-63. 
School management, 15-20. 
Spelling, 45. 

United States history with civics, 
46-59. 



